Reconsidering the meaning of concepts in biology education

Abstract

Concepts have a central and important place in biology, therefore, it is important that their meanings are precise. However, such precision does not always exist, even in the case of such fundamental biological concepts as “gene”. A quick look at textbooks reveals that different meanings may be attributed to the same concept, even within the same textbook, without explicitly discussing the differences of those meanings. This can be misleading, and mask important conceptual differences. Therefore, the differences between the various meanings of the same concept should be discussed and explained in order for conceptual understanding to be achieved. Taking the “gene” concept as example, I explain the conceptual problems that emerge from the conceptual polysemy usually found in biology education. I conclude with suggestions for teaching and learning biology concepts.