abstract: This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected. Data included exam scores as well as pre and post-course surveys on reasoning skills, impressions of biology, science and the course, and microbiology knowledge. Students subjected to Anglicized instruction performed significantly better on exams that assessed their abilities to apply and analyze knowledge from the course, and gained similar amounts of knowledge during the course when compared to peers instructed with standard vocabulary. Their performance in upper-level courses was also better than that of their traditionally educated peers. Hypotheses related to the effect are presented and evaluated; implications for instruction are discussed. / Dissertation/Thesis / Ph.D. Biology 2011
| Identifer | oai:union.ndltd.org:asu.edu/item:8905 |
| Date | January 2011 |
| Contributors | Richter, Emily G. (Author), Lawson, Anton (Advisor), Stout, Valerie (Committee member), Haydel, Shelley (Committee member), Atkinson, Robert (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 147 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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