The aim of this course is to introduce students to the structure and function of scientific terminology. Subjects addressed are terminologies, nomenclatures and taxonomies in the fields of pharmacy, clinical medicine, anatomy and biology, especially botany and cell biology. The overarching question here is: how does knowledge work? Guidelines are offered through primary linguistic and grammatical structure as well as a "core vocabulary" for the disciplines relevant in pharmacy. Different preconditions (e.g. knowledge of Latin, preexisting education) are also taken into account. Small projects offer students the opportunity to apply their own knowledge and to earn additional points (in addition to the final examination). As supporting material, a course script is also available.
First year students of any discipline meet with the problem that they must learn unfamiliar terms, signifying objects that are still unknown to them. Therefore, we offer small projects in which students can they themselves create visual aids on technical terms. The results are available to all course participants.
Pharmaceutical and medical terminology has a long history, in the course of which it has been influenced by many languages. The course participants are also culturally and linguistically diverse. Students with special language skills can incorporate these in small projects, as part of which they translate parts of the script (for example from German into the participants' native language, into English or into French). These results are also made available to all course participants.
In addition to the course content, the department of the History of Pharmacy offers its own small learning platform on terminology, on which the material covered by the course can be followed in greater depth. In order to retain the structure and to minimize the course cost if possible, the order of the exercises follows that of the chapters in the script. In addition to the exercises, supplementary tasks are also available (see image) that are intended to stimulate independent study. Student projects to complement this collection are also possible. We welcome new ideas of interactive exercises and ideas about integrating animated graphics into the chapters on grammar.
Many thanks to the Innovation Fund of the Faculty for Educational Sciences and Humanities, who made the start-up financing for the project of the small student projects possible, under the name "Resource Heterogeneity".