A REVIEW STUDY OF GENETIC AND EVOLUTIONARY CONCEPTS AND TERMINOLOGY IN GRADE 9 SCIENCE TEXTBOOKS UNDER THE 2018 GENERAL EDUCATION PROGRAM

Abstract

Scientific terminology and concepts are fundamental to the development of professional competence and academic thinking. However, does the inconsistency in their usage across 9th grade Natural Science textbooks under the 2018 General Education Program pose challenges for teachers and students? This study provides an academic analysis to clarify the connotations of key terms and proposes standardized expressions to improve the effectiveness of teaching Genetics and Evolution. The research methods include analysis and synthesis of the subject curriculum, specialized literature, and the three currently textbook series, combined with classification and systematization to compare, contrast, and elucidate the semantic content of the terms. The findings reveal that many essential and curriculum-mandated concepts are presented inconsistently, which may hinder teachers and students in acquiring, comprehending, and applying knowledge. The paper recommends standardizing terminology interpretation based on authoritative sources and promoting the proactive role of teachers in adapting content, as well as in designing teaching and assessment activities. Standardizing scientific concepts is expected not only to enhance educational effectiveness but also to enable students to access scientific knowledge in an accurate, systematic, and sustainable manner.