Analyzing a Case Study: Metacognitive Aspects of a Vocabulary Instructional Approach

Abstract

Vocabulary instructional tools can be used in the science classroom to increase students' understanding of course terminology. This thesis used a case study approach to explore the Etymological Approach to Learning Biological Terminology [EALBT] used by an instructor to ease access to university-level terms. The results indicate the existence of five unique approaches to the EALBT and that a number of metacognitive elements can also be integrated into this instructional method. The conclusions include that university science courses can require more self-guided learning when compared to high school science. Likewise, metacognition can develop skills in thinking and learning control processes that could lead students to become increasingly apt at accessing course material, including terminology.