A Vocabulary Graphic Organizer for Meaningful Learning of Classification Concepts in Biology

Sep 28, 2026

Uploaded by Ophelia

The paper examines the biology vocabularies attached to key terms and concepts and argues that these vocabularies are unfamiliar to biology students, causing barriers to meaningful learning during instruction. The difficulty stems from vocabulary not aligned with students’ conventional language of communication, leading to phobia toward technical terms, poor use of terminology, and incorrect technical spelling. These issues contribute to weak biology achievement at Nigeria’s secondary level. The study proposes a vocabulary instructional strategy using graphic organizers grounded in Ausubel’s meaningful learning theory and Vygotsky’s social constructivism, and presents a model lesson note to guide classroom implementation.

LanguageEnglish

CategoryExam

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Science education context in Nigeria

Role and value of biology

Assessment issues in biology learning

Vocabulary and instructional strategy

A Vocabulary Graphic Organizer for Meaningful Learning of Classification Concepts in Biology Oladosu, Adebiyi Toyosi 1 , Akinwumi, Ibukun Omolara2 1 Department of Science Education, College of Education, Bamidele Olumilua University of Education, Science and Technology, Ikere, Nigeria 2 Department of Science Education, College of Education, Bamidele Olumilua University of Education, Science and Technology, Ikere, Nigeria Abstract: The paper examines the inherent vocabularies that are associated with biology terms and concepts. These vocabularies are not only aliens to the biology students, but also make meaningful learning difficult for biology students during instructional delivery. The reason being that, these vocabularies are not in the conventional language of communication among the students. Resultantly, the usual phobia for these terms and concepts with its multiplier effects on students’ inability to use the technical terms to describe some processes as well as incorrect spelling of these technical terms in biology. These problems have contributed to poor academic achievement in biology at secondary school level of education in Nigeria. In surmounting these problems, this paper proposes a vocabulary instructional strategy of vocabulary graphic organizers premisedon the theories of meaningful learning by Ausubel and social constructivism by Vygotsky. Model lesson note for the vocabulary graphic organizer instructional strategy is also presented as guide for use in order to enhance meaningfulness during the teaching and learning of these biology terms and concepts at secondary level of education. Keywords: vocabulary instruction, graphic organizer, wordmap, classification concepts Received 01 Mar, 2022; Revised 10 Mar, 2022; Accepted 13 Mar, 2022 © The author(s) 2022. [P](Published with open access at www.questjournals.org)[ublished with open access at](Published with open access at www.questjournals.org)[ www.questjournals.org](Published with open access at www.questjournals.org) I. Introduction Science education in Nigeria concentrates on the teaching of science concepts, method of teaching and addressing misconceptions held by learners regarding science concepts. Science education comprises three subjects at senior secondary level of Nigeria’s educational system and these are biology, chemistry and physics. It is noteworthy to remark that, science education cultivates students’ curiosity about the world and enquires scientific thinking. The role of science education is to teach students how to use thematic patterns of science to communicate meanings,“talking science” to solve problem in writing or speaking about issues in which science is important, Carrier (2010) remarked. The European Molecular Biology Organization (2014) had argued that, thinking the view that science education should address how we apply scientific knowledge to improve the human condition raises the question of whether science research should be entirely at the service of human needs, or whether scientist should retain the freedom to pursue knowledge for its own sake-albeit with a view to eventual application. The quest for sustainable development could only be attained with inculcation of right values of science and science education. Inculcating these right values require nonetheless students who are not only scientifically literate but could also communicate science in their everyday life through meaningful understanding of scientific concepts. Without prejudice to the above posits, it is noteworthy to remark that Science is valued by society because the application of scientific knowledge helps to satisfy many basic human needs and improve living standards. For instance, finding a cure or vaccine for Corona virus (covid-19) and sourcing a clean form of energy through conversion of wastes to gas are just two typical examples. In supporting this, Namarata et al (2014) opined that “the process and ideas of science are of great i

FAQs

Why does biology vocabulary create learning difficulties for students?

Biology terms are supported by vocabularies that are unfamiliar to students and not in the conventional language of communication, making meaningful learning difficult during instruction.

What learning problems are linked to students’ difficulty with technical terms?

The problems include phobia toward terms and concepts, inability to use technical terms to describe processes, and incorrect spelling of biology technical terms.

How does the paper propose to address the vocabulary problem?

It proposes a vocabulary instructional strategy using vocabulary graphic organizers, based on Ausubel’s meaningful learning theory and Vygotsky’s social constructivism, supported by a model lesson note for secondary-level teaching.

Sep 28, 2026

Uploaded by Ophelia