Use of Greek and Latin derivatives in teaching high school biology

Abstract

Scope and Nature of Report: In the realization that the vocabulary of first year biology students is extremely large and that past experience has shown that teaching vocabulary by use of Greek and Latin derivatives makes the study considerably easier, a survey of the extent of its use was made. Questionnaires were sent to more than 1400 biology teachers in Oklahoma and six surrounding states in an effort to find out how many teachers used this method of teaching vocabulary. The survey form requested information regarding college major and minor, years teaching experience, list of foreign languages taken in college. Also included was a list of 185 words of Greek and Latin origin. The recipient was asked to check those words taught by the derivative method.

Findings and Suggestions: In general, the survey results show that teachers using the derivative approach to teaching vocabulary are those having majors in biology, have had Greek and/or Latin in college and have had a greater length of teaching experience. It is suggested that preparatory teaching courses include work in Greek and Latin derivatives and that suitable lists of words be made readily available to teachers.