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A semantic classification of nominal technical terms in secondary school biology textbooks.

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  • المؤلفون: Le R;Le R; Yu S; Yu S; Zhang X; Zhang X
  • المصدر:
    PloS one [PLoS One] 2024 Nov 11; Vol. 19 (11), pp. e0312040. Date of Electronic Publication: 2024 Nov 11 (Print Publication: 2024).
  • نوع النشر :
    Journal Article
  • اللغة:
    English
  • معلومة اضافية
    • المصدر:
      Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE
    • بيانات النشر:
      Original Publication: San Francisco, CA : Public Library of Science
    • الموضوع:
      Textbooks as Topic* ; Semantics* ; Schools* ; Biology*/education; Humans ; Students
    • نبذة مختصرة :
      Nominal technical terms (NTTs), as crucial builders for disciplinary knowledge, can cause difficulties for students. However, previous studies have rarely associated NTTs with disciplinary knowledge construction. Apart from that, scholars of English for Specific Purposes (ESP) have mainly focused on making wordlists for one specific discipline based on corpora rather than on meanings. Moreover, the current categorization of technical terms cannot reveal their role in constructing disciplinary knowledge. Against this backdrop, we carried out a corpus-based study to classify NTTs in secondary school biology textbooks and to unveil the knowledge constructed by different types of those NTTs. As a result, we found that NTTs in those textbooks could fall into five major categories: Thing, Activity, Semiotic, Place, and Time. We also found intra-disciplinary differences in NTT distributions. The lexicogrammatical analysis indicates that the five types of NTTs can construct different knowledge. With the findings, we put forward implications for teaching biology in secondary schools.
      Competing Interests: The authors have declared that no competing interests exist.
      (Copyright: © 2024 Le et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
    • References:
      Perspect Med Educ. 2012 Dec;1(5-6):237-248. (PMID: 23240102)
    • الموضوع:
      Date Created: 20241111 Date Completed: 20241111 Latest Revision: 20241116
    • الموضوع:
      20241116
    • الرقم المعرف:
      PMC11554214
    • الرقم المعرف:
      10.1371/journal.pone.0312040
    • الرقم المعرف:
      39527618