Biology-specific vocabulary: students' understanding and lecturers' expectations of student understanding. Issue 4 (8th August 2019)

• Record Type: Journal Article
• Authors: Jones, Harriet L; Green, Jon R; Prendergast, John; Scott, Jon
• Is Part Of: Journal of biological education. Volume 53:Issue 4(2019)
• Page Start: 422
• Page End: 430
• Publication Date: 2019-08-08
• Subjects: A-level -- vocabulary -- transition -- expectations -- knowledge; Biology -- Study and teaching -- Periodicals; Biologie -- Étude et enseignement -- Périodiques; Biology -- Study and teaching; Periodicals; 570.7
• DOI: 10.1080/00219266.2018.1490800
• Languages: English
• ISSNs: 0021-9266

Abstract

Abstract: The current A-level biology curriculum includes a broad coverage of all the biosciences which demands knowledge of a wide range of biological vocabulary. Students ( n = 184) from two UK universities were presented with a list of vocabulary, associated with a 'Revise Biology' text which highlighted key terms that students should know. Lecturers ( n = 26) were asked which of these terms they expected students to know, or be aware of. Findings revealed that students' claimed knowledge of vocabulary exceeded lecturer expectations. In addition, there were a number of terms which students did not understand and lecturers did not expect them to know, which could be removed from A-level biology courses. This is discussed in relation to whether A-level curricula need to be so content heavy and whether lecturers would benefit from knowing more about their students' knowledge of discipline-specific terms.