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Concepts first, jargon second improves student articulation of understanding
Lisa McDonnell1, Megan K Barker2, Carl Wieman3
1Division of Biological Sciences, University of California San Diego, San Diego, California.
Summary
Introducing new concepts before technical vocabulary ("jargon") significantly improved biology students' ability to explain concepts. This learning strategy enhances articulation of understanding in science education.
Area of Science:
- Biology Education
- Pedagogical Strategies
Background:
- Traditional science education often presents concepts and technical vocabulary (jargon) simultaneously.
- This can hinder deep conceptual understanding and the ability to articulate knowledge.
Purpose of the Study:
- To investigate the impact of a "concepts-first, jargon-second" approach on undergraduate biology student learning.
- To compare conceptual articulation and jargon use between two teaching methods.
Main Methods:
- Undergraduate biology students were divided into two groups.
- One group received pre-class readings introducing concepts before jargon; the control group received traditional combined presentation.
- Both groups participated in identical active-learning sessions and completed the same post-test.
Main Results:
- Both groups scored similarly on multiple-choice questions.
- The "concepts-first" group demonstrated significantly better conceptual articulation in free-response questions (1.5x and 2.5x more correct arguments).
- Jargon use was comparable, with a minor exception.
Conclusions:
- A "concepts-first, jargon-second" instructional strategy can enhance students' ability to articulate conceptual understanding.
- This pedagogical shift offers a promising method for improving science learning outcomes.
- Modest changes in instructional design can lead to measurable improvements in student learning.
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