Jenna M. Zukswert|Megan Barker|Lisa McDonnell
Identifying Troublesome Jargon in Biology: Discrepancies between Student Performance and Perceived Understanding
University of British Columbia|University of Maine|Simon Fraser University|University of California, San Diego
excessive jargon load biology may hurdle developing conceptual understanding well achieving core competencies scientific literacy communication little work done characterize student understanding biologyspecific jargon address issue aimed determine types biology jargon terms students struggle alignment students perceived understanding performance defining terms common errors studentprovided definitions students two biology classes asked report understanding provide definitions coursespecific vocabulary terms 1276 student responses 72 terms analyzed generally students showed overestimation understanding least accurate selfassessment occurred terms students substantial prior exposure terms discordant meanings biology versus everyday language students accurate assessing understanding terms describing abstract molecular structures often perceived difficult types terms research provides insights types technical vocabulary may create barrier developing deeper conceptual understanding highlights need consider student understanding different types jargon supporting learning scientific literacy