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The Effect of Vocabulary on Introductory Microbiology Instruction

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 pe... (more)
Created Date 2011
Contributor Richter, Emily G. (Author) / Lawson, Anton (Advisor) / Stout, Valerie (Committee member) / Haydel, Shelley (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Subject Science Education / Microbiology / inquiry / microbiology teaching / plain-English / vocabulary
Type Doctoral Dissertation
Extent 147 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Biology 2011
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis