The aim of this research is to confirm patterns of understanding of science highschool students, and how such understandings changed through a program in which students had to draw digestive organs. This lessons were designed students-centered and bidirectional communication between students or students and teacher. In the 1st lesson of 'drawing digestive organs', the students were asked to write and draw all the digestive organs they knew on a piece of paper to see how much they knew. In the 2nd lesson, the students were put into groups and asked to do the same job they had done separately in the 1st lesson on a larger piece of paper. In the 3rd lesson, the students corrected their mistakes using the given biology books, and in the 4th lesson, each group presented their work. The initial test showed that students differed a lot-some could remember most of the correct facts about the organs' structure and function ,while others couldn't recall anything about such things. Even after the students centered and bidirectional communication program ended, there were some students still having the misconceptions of digestive organs unchanged.">

Analysis of students' understanding of digestive organs through students centered classes

Jun-euy Hong Hansung Science High School, Korea

The aim of this research is to confirm patterns of understanding of science highschool students, and how such understandings changed through a program in which students had to draw digestive organs. This lessons were designed students-centered and bidirectional communication between students or students and teacher. In the 1st lesson of 'drawing digestive organs', the students were asked to write and draw all the digestive organs they knew on a piece of paper to see how much they knew. In the 2nd lesson, the students were put into groups and asked to do the same job they had done separately in the 1st lesson on a larger piece of paper. In the 3rd lesson, the students corrected their mistakes using the given biology books, and in the 4th lesson, each group presented their work. The initial test showed that students differed a lot-some could remember most of the correct facts about the organs' structure and function ,while others couldn't recall anything about such things. Even after the students centered and bidirectional communication program ended, there were some students still having the misconceptions of digestive organs unchanged.