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The Language of Biology: Does the introduction of language-learning techniques in Year 12 biology lessons increase students’ understanding in areas that are cognitively demanding due to high quantities of technical vocabulary?

Jaya Tamber

(PGCE Secondary Science (Biology) 2018-2019)

Email: jkt34@cantab.ac.uk

Abstract

The extent to which precisely defined terms are used within science lessons has been well documented as a significant barrier towards learning. However, despite numerous studies highlighting the importance and difficulties associated with semantic understanding in science, how this barrier could be overcome has received much less attention. Therefore this investigation will not only explore students’ perception towards precisely defined vocabulary, but as an action research study will investigate the effectiveness of methods drawn from subjects where learning vocabulary is of primary importance. In so doing it will be argued that such methods facilitate both students’ precise understanding of key terms, as well as their wider conceptual understanding of whole processes.

Copyright: © 2020. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)

The full paper is available for download as a pdf file:269-306-tamberj

Citation: Tamber, J. (2020) 'The Language of Biology: Does the introduction of language-learning techniques in Year 12 biology lessons increase students’ understanding in areas that are cognitively demanding due to high quantities of technical vocabulary?' Journal of Trainee Teacher Educational Research, Volume 11 pp.269-306 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])