Use of etymology in the teaching and learning of biological and taxonomic concepts of Chilean native fauna
DOI:
https://doi.org/10.15359/ree.28-1.18439Keywords:
Learning, Biology, Didactics, etymology, Chilean native fauna, taxonomy, SDG4 Quality education, sustainable development education, SDG15 Life on land, conservation concernAbstract
Objective. Evaluate the impact of a didactic sequence, incorporating the use of the etymology of biological taxonomic concepts in the acquisition of knowledge about the Chilean native fauna. Methodology. To carry this out, the brief conceptualization technique (one-minute paper), the metacognitive self-assessment scale instrument known as the Knowledge and Prior Study Inventory (KPSI), a knowledge test, as well as an open question test were applied to 42 third year high-school students, before and after implementing the sequence remotely. Results. From the analysis of the results, a lexical diversity value (TTR) of 0.398 and 0.421 was obtained before and after the intervention, respectively. On the other hand, significant differences (p < 0.001) in the students´ level of knowledge were detected before (8.5 points) and after (11.4 points) the didactic implementation. This suggests that the use of the etymology of biological taxonomic concepts contributed to the students’ increase in vocabulary and level of knowledge about the Chilean native fauna by incorporating the characteristics of these animals into their cognitive repertoire, promoting the development of scientific skills such as deep understanding of concepts and deduction, in addition to encouraging interest and motivation in the conservation of this fauna and its environment. Conclusion. It can be concluded that it is advisable to incorporate etymology systematically in the teaching of different biological subjects at high-school level, since it contributes to increasing the scientific literacy of secondary students.
References
Aguilar Fleitas, B. (2019). Etimología en medicina: Un viaje al origen y sentido de las palabras, Revista Uruguaya de Cardiología, 34(1), 8-11. https://www.redalyc.org/articulo.oa?id=479759139004
Benoit, K., Watanabe, K., Wang, H., Nulty, P., Obeng, A., Müller, S., & Matsuo, A. (2018). Quanteda: An R package for the quantitative analysis of textual data. Journal of Open Source Software, 3(30), 1-4. https://doi.org/10.21105/joss.00774
Boers, F., Eyckmans, J., & Stengers, H. (2007). Presenting figurative idioms with a touch of etymology: More than mere mnemonics? Language Teaching Research, 11(1), 43-62. https://journals.sagepub.com/doi/pdf/10.1177/1362168806072460
Brown, A. O. (2014). Lexical access, knowledge transfer and meaningful learning of scientific terminology via an etymological approach. International Journal of Biology Education, 3(2), 1-12. https://dergipark.org.tr/en/download/article-file/90025
Cavalheiro Kieling, K. M., da Silva Goulart, A., & Roehrs, R. (2018). Ciclo celular: Construção e validação de uma sequência didática pela metodologia da engenharia didática. Journal of Biochemistry Education, 16(2), 48-70. https://doi.org/10.16923/reb.v16i2.815
Escobar Fernández, J. (2010). El griego y el latín en la conformación del pensar como ciencia. Universitas Philosophica, 27(55), 233-253. http://www.scielo.org.co/pdf/unph/v27n55/v27n55a13.pdf
Fernández-Rubio, F. (2013). La etimología de los nombres de las arañas (Aranae). Revista Ibérica de Aracnología, (22), 125-130. http://sea-entomologia.org/PDF/RIA22/125130RIA22BAEtimologiaAraneae.pdf
Gatica-Videla, C. P., Ilufi-Aguilera, I. N., & Fuentealba-Cruz, M. I. (2021). Autoconfianza de los estudiantes de técnico en enfermería a partir de una experiencia clínica simulada. Formación Universitaria, 14(5), 155-162. http://dx.doi.org/10.4067/S0718-50062021000500155
Golaghaei, N. & Kakolian, S. (2015). The effect of visual and etymological treatments on learning decomposable idioms among EFL learners. International Journal of Applied Linguistics & English Literature, 4(5), 72-81. https://pdfs.semanticscholar.org/66ed/a5df31b9828dff7e0857039564b9d90aa6f1.pdf
Guerra Zúñiga, M. & Segovia Chamorro. J. (2020). KPSI como herramienta de autoevaluación metacognitiva en el desarrollo de la competencia intercultural en salud en medicina. Journal of Health and Medical Sciences, 6(4), 269-275. https://repositoriobibliotecas.uv.cl/serveruv/api/core/bitstreams/7ba39cf8-4693-423e-bf78-7839680172b0/content
Hernández-Sampieri R. & Mendoza Torres, C. P. (2018). Metodología de la investigación: las tres rutas cuantitativa, cualitativa y mixta. McGraw-Hill Interamericana.
Janssen, D. F. (2021a). Oncology: Etymology of the term. Medical Oncology, 38(3), Artículo 22. https://doi.org/10.1007/s12032-021-01471-4
Janssen, D. F. (2021b). Urology and nephrology: Etymology of the terms. International Urology and Nephrology, 53, 1047-1050. https://doi.org/10.1007/s11255-020-02765-8
Jasper, P. D., Froehlich, E. M., & Carbayo, F. (2021). A study on the etymology of the scientific names given to planarians (Platyhelminthes, Tricladida) by Ernest Marcus’ school. Papéis Avulsos de Zoologia, 61, 1-11. http://doi.org/10.11606/1807-0205/2021.61.05
Jóźwiak, P., Rewicz, T., & Pabis, K. (2015). Taxonomic etymology – in search of inspiration. ZooKeys, (513), 143-160. https://doi: 10.3897/zookeys.513.9873
Lesage Gárrica, L. (2013). La enseñanza de etimologías grecolatinas aplicadas al ámbito científico: Una experiencia. Thamyris, (4), 191-241. http://www.thamyris.uma.es/Thamyris4/LESAGE.pdf
López-Gómez, E. (2018). El método Delphi en la investigación actual en educación: Una revisión teórica y metodológica. Educación XX1, 21(1), 17-40. https://doi.org/10.5944/educxx1.20169
Maldonado-Fuentes, A. C. (2020). Mi participación cuenta: Opiniones de estudiantes en formación inicial docente sobre el uso de one minute paper. Espacios en Blanco. Revista de Educación, 1(30), 81-98. https://doi.org/10.37177/UNICEN/EB30-265
Martínez, G. A. & Jiménez, N. (2020). Análisis del uso de las aulas virtuales en la Universidad de Cundinamarca, Colombia, Formación Universitaria, 13(4), 81-92. http://doi.org/10.4067/S0718-50062020000400081
Miño González, L., Fuentealba Cruz, M., Gallegos González, R., & Neira Morales, J. (2022). La etimología como apoyo para la comprensión de conceptos biológicos en la formación inicial de profesores de ciencias. Revista de Investigación, 46(108), 80-95. https://doi.org/10.56219/revistasdeinvestigacin.v46i108.1167
Mora Ortiz, M. & Smith, L. M. J. (2018). Onobrychis viciifolia; A comprehensive literature review of its history, etymology, taxonomy and botany. Plant Genetic Resources, 16(5), 403-418. https://doi.org/10.1017/S1479262118000230
Mouchard, A. (2019). Etimología de los nombres científicos de los mamíferos de Argentina: Su significado y origen. Fundación de Historia Natural Félix de Azara.
Moya, M. P., Contreras, M., & del Sol, M. (2017). Lexema phy-sis ϕúσɩϛ en Terminología Anatómica, International Journal of Morphology, 35(3), 919-924. https://doi.org/10.4067/S0717-95022017000300020
Paulus, T. M. & Lester, J. N. (2016). ATLAS.ti for conversationand discourse analysis studies. International Journal of Social Research Methodology, 19(4), 405-428. https://doi.org/10.1080/13645579.2015.1021949
Pensotti, A. (2019). Why basic concepts in Biology should be reframed. Is etymology a useful tool for investigation in biology? Organisms. Journal of Biological Sciences, 3(2), 15-18. https://doi.org/10.13133/2532-5876_6.5
Polčic, P. (2018). Naming the Cycle: On the Etymology of the Citric Acid Cycle Intermediates. Journal of Chemical Education, 95(10), 1894-1896. https://doi.org/10.1021/acs.jchemed.8b00059
Pyburn, D. T., Pazicni, S., Benassi, V. A., & Tappin, E. E. (2013). Assessing the relation between language comprehension and performance in general chemistry. Chemistry Education Research and Practice, 14(4), 524-541. https://doi.org/10.1039/C3RP00014A
Quílez-Pardo, J. (2016). El lenguaje de la ciencia como obstáculo de aprendizaje de los conocimientos científicos e propuestas para superarlo. Revista Brasileira de Pesquisa em Educação em Ciências, 16(2), 449-476. https://periodicos.ufmg.br/index.php/rbpec/article/view/4383/2949
Raos, N. (2018). Etimološki pristup učenju kemije. Kemija u Industriji, 67(1-2), 67-71. https://doi.org/10.15255/KUI.2017.022
Razmjoo, S. A., Songhori, M. H., & Bahremand, A. (2016). The effect of two attention-drawing techniques on learning English idioms. Journal of Language Teaching and Research, 7(5), 1943-1050. http://dx.doi.org/10.17507/jltr.0705.28
Rodríguez Zamora, J. M. (2006). Análisis estructural y significado lingüístico. Filología y Lingüística, 30(1),181-204. https://revistas.ucr.ac.cr/index.php/filyling/issue/view/572
Yamsani, A. (2018). Etymology – an effective approach to vocabulary acquisition. Journal of Research in Humanities and Social Science, 6(12), 52-56. https://www.questjournals.org/jrhss/papers/vol6-issue12/p3/L0612035256.pdf
Young, D. B. & Tamir, P. (1977). Finding out what students know. The Science Teacher, 44(6), 27-28.
Zolfagharkhani, M. & Ghorbani Moghadam, R. (2011). The effect of etymology instruction on vocabulary learning of upper-intermediate EFL iranian learners. Canadian Social Science, 7(6), 1-9. http://www.cscanada.net/index.php/css/article/view/j.css.1923669720110706.180
Zoski, J. L., Nellenbach, K. M., & Erickson, K. A. (2018). Using Morphological Strategies to Help Adolescents Decode, Spell, and Comprehend Big Words in Science. Communication Disorders Quarterly, 40(1), 57-64. https://doi.org/10.1177/1525740117752636
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2024 Marta Fuentealba-Cruz, Luis Miño-González, David Cisternas-Velásquez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
