Development and Application of Structural Communication Grid Tests for Diagnosing Students’ Misconceptions in the Subj

Authors

  • Shahzad Ahmad, Sadia Jamil

DOI:

https://doi.org/10.58444/jcte.v4i.212

Keywords:

Structural Communication Grids; Misconceptions; Secondary Education; Biodiversity; Classification and Cognitive Structures

Abstract

The present study was designed to diagnose student’s misconceptions in
learning biodiversity in 9th
-grade biology. It is a well-known fact that
students come to class with misconceptions based on their previous
experiences in the subject i.e. biology. Researchers developed Structural
Communication Grids (SCGs) on different biodiversity topics to
diagnose misconceptions of students, as they may block their learning in
a new situation. Five conceptual areas were selected for constructing
SCGs like ‘Biodiversity’, ‘Aims and Principles of Classification’,
‘History of Classification System’, ‘Two-Three Kingdom Classification
System’, and ‘Five Kingdom Classification System’. The study was
descriptive and quantitative and researchers randomly selected two
institutions (one for male and one for female) as a sample of the study.
Researchers provided SCGs to 58 students (girls=23, boys=35) to
diagnose misconceptions in specific areas. The findings of the study
made it clear that almost all students had been confronted with huge
misunderstandings about the subject of biology in Grade 9. Researchers
suggested that structural communication grids should be developed on
other topics of biology and for other subjects (chemistry and physics) to
promote students’ meaningful learning by highlighting their
misconceptions.

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Published

2023-02-01

How to Cite

Shahzad Ahmad, Sadia Jamil. (2023). Development and Application of Structural Communication Grid Tests for Diagnosing Students’ Misconceptions in the Subj. JCTE, 4. https://doi.org/10.58444/jcte.v4i.212

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Section

Articles