Abstract
We tried to enrich teaching human anatomy in high school biology lessons. Students construct dichotomous identification keys to the cells, tissues, organs, or body parts. By doing this, students have achieved higher-order cognitive levels of knowledge because construction of such keys is based on analysis, synthesis, and evaluation. Students found the method useful but not easy to perform. As an educator, it was easy to recognize the positive value of using identification keys in a new context.
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