Abstract
The present study was designed to diagnose student’s misconceptions inlearning biodiversity in 9th-grade biology. It is a well-known fact thatstudents come to class with misconceptions based on their previousexperiences in the subject i.e. biology. Researchers developed StructuralCommunication Grids (SCGs) on different biodiversity topics todiagnose misconceptions of students, as they may block their learning ina new situation. Five conceptual areas were selected for constructingSCGs like ‘Biodiversity’, ‘Aims and Principles of Classification’,‘History of Classification System’, ‘Two-Three Kingdom ClassificationSystem’, and ‘Five Kingdom Classification System’. The study wasdescriptive and quantitative and researchers randomly selected twoinstitutions (one for male and one for female) as a sample of the study.Researchers provided SCGs to 58 students (girls=23, boys=35) todiagnose misconceptions in specific areas. The findings of the studymade it clear that almost all students had been confronted with hugemisunderstandings about the subject of biology in Grade 9. Researcherssuggested that structural communication grids should be developed onother topics of biology and for other subjects (chemistry and physics) topromote students’ meaningful learning by highlighting theirmisconceptions.
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