an innovative approach

3. Partial Understanding with Misconceptions (PU+MU) referred to the
conceptions related to the scientific conceptions but having some conceptions did not
relate to the scientific conceptions.
4. Misunderstanding (MU) referred to the conceptions did not relate to the
scientific conceptions.
5. In case of students who did not write their response on the survey, they
were categorized in “No Answer” (NO).
In the case study analysis, the twelve student responses relating to each topic
were read and interpreted in dependently. For example, the students’ responses to the
IPS question number 1 and 4 were considered for individually determining what the
students understood in the idea of chlorophyll. The responses were then interpreted,
categorized, coded in a word and calculated for their frequency. Each category was
described and concluded to evaluate what students understood before they came to
study. The students were then interviewed and monitored in the observation for an indepth
case study of the development of their understanding of the advanced
photosynthesis knowledge taught by their teacher who was implementing the
intervention in their school.
2. Interviews: Transcribing and Interpretation and Trustworthiness
The student interviews of the understandings of photosynthesis were
transcribed verbatim. Transcripts were checked by the researcher listening to the
audio recording. The data was then analyzed thematically, after the survey responses.
The important words or sentences were selected, highlighted and interpreted. Their
personal understandings in each idea were described within case and cross case
(Figure 3.3).
Teacher interviews as a basis of the teaching reflection were transcribed
verbatim. The transcripts were revised by the researcher listening to the recordings.
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