Second-term high school pupils who have just completed botany define and explain more botanical terms and report fewer new terms than first-term pupils¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1919 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? With academic progress through botany, the number of terms pupils can define (D) and explain (E) shows a decided increase, with a corresponding decrease in new terms (N). → Grier 1919

Evidence¶

Grier 1919¶

Grier, N. M. (1919). The range of information in biology: III. Botany. Journal of Educational Psychology, 10(10), 509–516. doi:10.1037/h0073567

q2 · i? · associational · r1

Range-of-information test of 100 botanical words given to 97 first-term and 86 second-term pupils, with self-checked second-series marking. The author reports "a decided increase in the number of terms that can be defined" and a corresponding decrease in new terms; only percentages are printed, no effect size.

"Table I, A & B, shows that with maturity there is a decided increase in the number of terms that can be defined, (D), explained, (E), with a corresponding decrease in the number of new terms, (N)."

Discussion¶

Related Claims¶

• Botanical terms were defined more often and were new less often than terms in the preceding physiology and zoology tests — related
• Second-term botany pupils show lower definition error rates (3.84%) than first-term pupils (4.7%) — related
• Organized study of a subject leaves more definable terms than sporadic unsupervised study, per the author's interpretation — a broader claim this one bears on
• Self-checking of marked test words increases defined terms and decreases new terms in both pupil groups — related