EVALUATION OF ANATOMICAL TERMINOLOGY IN HIGH SCHOOL BIOLOGY TEXTBOOKS IN TERMS OF TERMINOLOGIA ANATOMICA COMPLIANCE


Toçoğlu A., Terzi İ., Örs A., Çolak T.

10th INTERNATIONAL HALICH CONGRESS ON MULTIDISCIPLINARY SCIENTIFIC RESEARCH , İstanbul, Türkiye, 4 - 05 Mart 2026, cilt.1, sa.1, ss.1344, (Özet Bildiri)

  • Yayın Türü: Bildiri / Özet Bildiri
  • Cilt numarası: 1
  • Basıldığı Şehir: İstanbul
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.1344
  • Kocaeli Üniversitesi Adresli: Evet

Özet

This study aimed to evaluate the compatibility of anatomical terminology used in a high school biology textbook with Terminologia Anatomica, the international standard for anatomical nomenclature. A descriptive analysis was conducted on the 11th-grade biology textbook published by the Ministry of National Education. Anatomical terms related to human body systems were systematically identified and classified. Each term was evaluated in terms of its correctness in Turkish usage and its compliance with Terminologia Anatomica. Terms were categorized as “correct” or “incorrect” for Turkish terminology, and “compatible” or “incompatible” for international anatomical standards. Frequency and distribution analyses were performed. A total of 575 distinct anatomical terms and 6,391 occurrences were identified. The highest concentration of terms was observed in the nervous, reproductive, and circulatory systems. Evaluation of Turkish terminology demonstrated that 89% of the terms were used correctly, whereas 11% showed inaccuracies, primarily due to colloquial expressions, incomplete definitions, or inconsistencies in usage. In contrast, only 14% of the terms were found to be compatible with Terminologia Anatomica, while 86% were inconsistent with international anatomical standards. The main sources of incompatibility included the absence of Latin equivalents, the use of eponyms, and the preference for simplified Turkish expressions instead of standardized terminology. Although the anatomical terminology used in the textbook is largely accurate and pedagogically appropriate in Turkish, it shows limited alignment with international anatomical standards. These findings suggest that while simplification facilitates learning at the secondary education level, it may hinder students’ adaptation to standardized scientific terminology in higher education. Integrating Terminologia Anatomica alongside Turkish equivalents may improve both scientific literacy and terminological consistency. Keywords: Anatomical Terminology; Terminologia Anatomica; Medical Terminology; Anatomy Education