Language focus for genetics and molecular biology students

Abstract

This chapter examines the role of scientific language comprehension and confidence for senior undergraduate students in Genetics and Molecular Biology, and the impact of language-centred learning strategies to assessment outcomes. A number of online and tutorial language exercises and strategies are described that were designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analysed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts. While no significant grade improvements were found for cohorts taught via language, deeper statistical analysis revealed that motivation to adopt new learning strategies was crucial for best student performance. Language was found to be most influential for middle range performing students. Despite at least a year of tertiary education, students still had difficulty interpreting some everyday words in a science context. The study also encourages a greater evaluation of student motivation in adopting new learning techniques.