New Perspectives in Science Education

Edition 13

Accepted Abstracts

Biological Terminology: an Opportunity for Teaching in Tandem

Jana Poupová, Charles University (Czech Republic)

Abstract

Precise terminology enables efficient communication between scientists. Therefore being capable of understanding and using scientific terms is an inseparable part of scientific literacy and science teachers should help their pupils to improve this skill. However, several studies proved that the emphasis on scientific vocabulary in science education is too heavy and that science textbooks are overloaded with terms. This is especially true for descriptive terms in biology lessons. There could be so many new words introduced in a biology lesson that it looks rather like a foreign language lesson. If we view a scientific discipline not only as a specific way of thinking but also as a specific way of expressing, we can draw an inspiration for biology from foreign language classes. There is an effective method enabling foreign language learning: the so-called tandem learning. It is based on a bilingual teaching team providing the framework for activities of pupils working in pairs. This article describes how science teacher and language teacher (either native language or Latin teacher) can participate in tandem in order to help secondary school pupils understand biological names and terms better. Since many biological terms and names consist of Latin or Greek word root, knowledge of their formation could make learning easier. A set of tasks for pupils concerning etymology and word-formation of biological terms is described in this paper. These tasks were tested on a secondary school in Prague (Czech Republic). The activities make use of Latin and Greek words to be of international applicability but they can be easily replaced with names and terms in appropriate native language.

KeywordsTeaching in tandem, terminology, etymology, word-formation, biology;

References

[1] Groves, F. H. A Longitudinal Study of Middle and Secondary Level Science Textbook Vocabulary Loads. School Science and Mathematics, 116, 2016, p. 320–325. 
[2] Wandersee, J. H. The Terminology Problem in Biology Education: A Reconnaissance. The American Biology Teacher, 50(2), 1988, p. 97–100.
[3] Abimbola, I. O. The Problem of Terminology in the Study of Students Conceptions in Science. Science Education, 72(2), 1988, p. 175–184. 
[4] Poppensiek, G. C. Meandring in Biological Etymology. Journal of Veterinary Medical Education, 28(2), 2000, p. 1–4. 
[5] Wandersee, J. Are There Too Many Terms to Learn in Biology? The American Biology Teacher, 47(6), 1985, p. 346. 
[6] Kessler, J. An Alternative Approach to Teaching Biological Terminology. The American Biology Teacher, 61(9), 1999, p. 688–689.
[7] Flood, W. E. Scientific Words: Their Structure and Meaning. Oldbourne, London, 1960, 220 p. 
[8] Cardinale, L. Explicating Biology Vocabulary With Etymologies. Darden College of Education, Old Dominion University, Norfolk, VA, 1992, p. 1–12.
[9] Miller, D. G. Etymology in the Biology Classroom. The American Biology Teacher, 48(1), 1986, p. 41. 
[10] Vassallo, M. L., Telles, J. A. Foreign Language Learning in-tandem: Theoretical Principles and Research Perspectives. The ESPecialist, 25(1), 2006, p. 1–37.
[11] Calvert, M. Working In Tandem: Peddling an Old Idea. Language Learning Journal, 6, 1992, p. 17–19.
 

 

Back to the list

REGISTER NOW

Reserved area


Media Partners:

Click BrownWalker Press logo for the International Academic and Industry Conference Event Calendar announcing scientific, academic and industry gatherings, online events, call for papers and journal articles
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2024 - All rights reserved

Privacy Policy

Webmaster: Pinzani.it