EFFECT OF DIAGNOSTIC REMEDIAL TEACHING PROGRAMME ON CONCEPT UNDERSTANDING IN CELL BIOLOGY

Some foundational Concepts in Cell Biology continue to cause cognitive conflict among students and cause learning difficulties among them. Investigations into students' understanding in Cell Biology concepts indicate that students of varying ages possess misconceptions in Cell Biology. To promote effective and meaningful learning, there is a need to identify the causes of such misconceptions and find ways to rectify them or prevent them from occurring. The present study was undertaken to identify the students’ misconceptions in Cell Biology through the Two - Tier Diagnostic test. The sample comprised of 191 students’ of class IX selected from secondary schools of Phagwara city. On the basis of this test 14 students’ misconceptions were identified in the various sub-concepts of Cell Biology.