Anatomy Terminology Performance Is Improved by Combining Jigsaws, Retrieval Practice, and Cumulative Quizzing

Autor/in	Fendos, Justin
Titel	Anatomy Terminology Performance Is Improved by Combining Jigsaws, Retrieval Practice, and Cumulative Quizzing
Quelle	In: Anatomical Sciences Education, 14 (2021) 5, S.641-657 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fendos, Justin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2018
Schlagwörter	Anatomy; Human Body; English (Second Language); Second Language Learning; Vocabulary Development; Health Sciences; Science Instruction; Instructional Effectiveness; Teaching Methods; Student Attitudes; Undergraduate Students; Performance Factors; Active Learning; Testing; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Anatomie; Menschlicher Körper; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Leistungsindikator; Aktives Lernen; Testdurchführung; Testen; Ausland; Korea; Republik
Abstract	Science courses containing English-language terminology are a common implement in "English as a foreign language" (EFL) countries across the globe. In many of these countries, licensing examinations place added significance on terminology competence by requiring health science graduates to demonstrate mastery of English-language anatomy terms. In recent years, a wealth of research has shown active learning can offer many benefits over lecture-based, didactic approaches. Despite this work, very little has been done to test the potential of active learning in improving medical terminology performance. The present study explores this potential in two human gross anatomy lecture courses in South Korea, collecting performance and survey data from 399 undergraduates over a period of four years. Jigsaws, retrieval practice, and regular cumulative quizzing were used to mitigate three learning challenges specific to the study context: high vocabulary volume, low feelings of control over learning, and difficulties with exam preparation. The results show the reforms significantly improved both performance and learning attitudes, with students overwhelmingly favoring the use of new methods over lecture when taught using a mixture of both. Given that science learning often resembles the process of learning a foreign language, this study offers broad potential for improving terminology competence across disciplines, even for non-EFL students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01