Abstract:
This study instigated the meanings Ghanaian Junior Secondary School Students give to science concept-related words they encounter in science textbooks for Junior Secondary Schools. The study also tried to determine whether the location of the school gender differences and the native language of the students, have any influence on their understanding of science concept-related words. The study involved 1028 students (455 females and 573 males) from 12 (6 urban and 6 rural)
out of 33 Junnior Secondary Schools in Navrongo District in the Upper East Region of Ghana. Two multiple cboice tests (A and B), each containing 25 science concept-related words, were used for the study. The data were analysed using descriptive and inferential statistical methods. The findings of the study included the following:
1. The urban sample performed better on the interpretation of science concept-related words than the rural sample.
2. Gender differences in the interpretation of science concept-related words existed between the male and female students of the rural sample.
The absence or presence of concept words in the native language of the student, similar to science concept words influence the understanding of, and the meaning they give to science concept-related words words. The implications for science concept formation have been discussed and summarized. Among the recommenda1ions made to improve the students' understanding of science concept-related words were that, a study should be carried out to relate science words to words in the native language and the language environment of the rural Junior Secondary Schools should be enriched with additional reading materials and other instructional materiaIs. These would enhance students' vocabulary, word association and comprehension of science text.
