Please use this identifier to cite or link to this item: https://doi.org/10.1187/cbe.18-12-0248
Title: Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance
Authors: Pan, Steven C 
Cooke, James
Little, Jeri L
McDaniel, Mark A
Foster, Erin R
Connor, Lisa Tabor
Rickard, Timothy C
Keywords: Social Sciences
Education, Scientific Disciplines
Education & Educational Research
RETRIEVAL PRACTICE
CLASSROOM
LANGUAGE
SCIENCE
TERMINOLOGY
RETENTION
TESTS
Issue Date: 1-Dec-2019
Publisher: AMER SOC CELL BIOLOGY
Citation: Pan, Steven C, Cooke, James, Little, Jeri L, McDaniel, Mark A, Foster, Erin R, Connor, Lisa Tabor, Rickard, Timothy C (2019-12-01). Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance. CBE-LIFE SCIENCES EDUCATION 18 (4). ScholarBank@NUS Repository. https://doi.org/10.1187/cbe.18-12-0248
Abstract: Mastery of jargon terms is an important part of student learning in biology and other science, technology, engineering, and mathematics domains. In two experiments, we investigated whether prelecture quizzes enhance memory for jargon terms, and whether that enhanced familiarity can facilitate learning of related concepts that are encountered during subsequent lectures and readings. Undergraduate students enrolled in neuroanat-omy and physiology courses completed 10-minute low-stakes quizzes with feedback on jargon terms either online (experiment 1) or using in-class clickers (experiment 2). Quizzes occurred before conventional course instruction in which the terms were used. On exams occurring up to 12 weeks later, we observed improved student performance on questions that targeted memory of previously quizzed jargon terms and their definitions relative to questions on terms that were not quizzed. This pattern occurred whether those questions were identical (experiment 1) or different (experiment 2) from those used during quizzing. Benefits of jargon quizzing did not consistently generalize, however, to exam questions that assessed conceptual knowledge but not necessarily jargon knowledge. Overall, this research demonstrates that a brief and easily implemented jargon-quizzing intervention, deliverable via Internet or in-class platforms, can yield substantial improvements in students’ course-relevant scientific lexica, but does not necessarily impact conceptual learning.
Source Title: CBE-LIFE SCIENCES EDUCATION
URI: https://scholarbank.nus.edu.sg/handle/10635/228377
ISSN: 19317913
DOI: 10.1187/cbe.18-12-0248
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