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intervention. In the developmental process, the National Education Act, the National Science Curriculum and the relevant literature were analyzed to establish the guiding principles of the intervention. Then, the photosynthesis lessons were developed. In evaluation process the following instruments were established in relation to the principles. First, the pre-and post- surveys were established and used to investigate the students’ understanding about photosynthesis. The pre-survey, called IPS, was administered in three suburban schools in Bangkok, two months before implementation of the intervention while the post-survey, called APS, was administered one week after the implementation was finished. Second, the interviews were used to probe the students’ ideas about photosynthesis. The pre-interviews were conducted two weeks after responding to the IPS survey, and the post-interviews were conducted one week after responding to the APS survey. The interview data was used to triangulate the survey data to get the students’ understanding of photosynthesis. Teacher interviews were also conducted for the teachers’ teaching reflection. They were interviewed at the end of their teaching period after every observation. Third, observations were used to collect data concerning actual teaching and learning practices in the three classrooms. The data collected in these instruments were analyzed as a case study of each classroom i.e. three case studies. The students’ understanding was categorized into five groups including SU, PU, PU+MU, MU and NO, and calculated the frequency showing the percentage in each photosynthesis concept. Then the development of their understanding of photosynthesis was described. The teaching reflection was analyzed thematically to give key elements of the successes and problems of the implementation of the intervention. In addition, these three cases were cross analyzed to describe the pattern of the development, that of the implementation, the success and the problems of the teaching intervention. This study next reveals the findings based on the data collection and analysis in the Chapter IV the Photosynthesis Teaching Intervention and the Chapter V Implementation and Impacts of Photosynthesis Teaching Intervention. 94
CHAPTER IV THE PHOTOSYNTHESIS TEACHING INTERVENTION This chapter details the photosynthesis teaching intervention. The six guiding principles of the photosynthesis teaching intervention have been described to scope way of teaching about photosynthesis. The principles concern 1) correcting Grade 11 students’ misconception about introductory photosynthesis; 2) enhancing Grade 11 students understanding about advanced photosynthesis concepts; 3) integrating nature of science into photosynthesis using historical narratives to illuminate the nature of science; 4) enabling students to relate photosynthesis knowledge to conserve the environment; 5) having regard to culture and society as socio-cultural perspectives on teaching and learning; and 6) encouraging students to participate in learning activities. Also, this chapter illustrates the photosynthesis teaching unit. This includes course description, course objectives, list of concept proposition, concept map, science process skills, scientific attitude, and lesson plans. 1. Six Guiding Principles of Photosynthesis Teaching Intervention Guiding principles of the new teaching intervention had been developed to describe what introductory photosynthesis should be explicated and corrected to enhance Grade 11 students’ understanding about advanced photosynthesis. Integrating the nature of science into photosynthesis teaching and enabling students to apply photosynthesis to conserve environment were also described to recommend learning activities for better students’ learning about photosynthesis. Thai culture and society of teaching and learning were regarded for teaching based on constructivist approach in Thailand. Finally, the principles suggested encouraging students’ participation in activities to support implementing the teaching intervention in classroom.
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THESIS CASE STUDIES OF TEACHING AND
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TABLE OF CONTENTS Page LIST OF TABL
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TABLE OF CONTENTS (CONTINUED) iii P
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TABLE OF CONTENTS (CONTINUED) v Pag
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LIST OF TABLES Table Page 2.1 Struc
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LIST OF TABLES (CONTINUED) Table Pa
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CHAPTER I INTRODUCTION This chapter
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led to improvement in the promotion
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water worked as food transported wi
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suggested peer collaboration for hi
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chloroplasts and pigments, the ligh
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would like to develop a new teachin
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concepts, such as absorption of lig
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conceptions, the scope of biology e
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3, and 8. In Grades 11-12, the scie
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Table 2.3 Basic Science Content Sta
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Table 2.3 (Cont’d) Contents Conte
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light energy and chlorophyll 2 H O
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2. Photosynthesis Itself Plants, al
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of chlorophyll. The students believ
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Up to this point, those previous st
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partly because of the biology educa
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(Matthews, 1997: 6). Philosophicall
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understanding capability of environ
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4. Social Constructivism The Russia
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5. Constructivist-Based Teaching ab
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peers, while the control group work
Page 57 and 58: generation to the next” (Cobb and
Page 59 and 60: 2.1) Thai Living Styles Thailand is
Page 61 and 62: focuses prepare them to take the Na
Page 63 and 64: culture. First, Thai existing views
Page 65 and 66: Third, the nature of science is the
Page 67 and 68: democratic view, that the understan
Page 69 and 70: 4. Summary: Integrating the Nature
Page 71 and 72: elationship between one concept and
Page 73 and 74: Brown (2003) used a combination of
Page 75 and 76: Focusing on thinking and encouragin
Page 77 and 78: Which aspect of the nature of scien
Page 79 and 80: teaching photosynthesis needs impro
Page 81 and 82: − encouraging students to partici
Page 83 and 84: The attempt to understand and inter
Page 85 and 86: Figure 3.1 Research Design of the T
Page 87 and 88: was considered to differentiate the
Page 89 and 90: 2.1) Teacher Preparation for Implem
Page 91 and 92: 3. Evaluating Impacts of Photosynth
Page 93 and 94: Figure 3.2 Survey Developmental Pro
Page 95 and 96: 1.2) Advanced Photosynthesis Survey
Page 97 and 98: 1. accessibility - is enabling the
Page 99 and 100: implementation of the teaching inte
Page 101 and 102: Table 3.4 Data Collection Program S
Page 103 and 104: students. The learning culture in t
Page 105 and 106: 1. Surveys: Content Analysis Conten
Page 107: They were confirmed by the teachers
Page 111 and 112: structures and functions of chlorop
Page 113 and 114: Therefore, this study focused on us
Page 115 and 116: from constructivism to socio0cultur
Page 117 and 118: Sub-stand 1: Living Things and Livi
Page 119 and 120: stroma. 5.3) Lists of Concept Propo
Page 121 and 122: c) Light independent (dark) phase
Page 123 and 124: Figure 4.1 Photosynthesis Concept M
Page 125 and 126: Lesson 1 ‘Plant food’, aimed to
Page 127 and 128: Lesson 5 ‘Light independent (dark
Page 129 and 130: Table 4.1 Photosynthesis Lesson Pla
Page 131 and 132: Table 4.1 Cont’d Lesson 3. Struct
Page 133 and 134: Table 4.1 Cont’d Lesson 5. Light
Page 135 and 136: Table 4.1 Cont’d Lesson 6. Studen
Page 137 and 138: After the researcher finished devel
Page 139 and 140: per a week, namely two 60-min perio
Page 141 and 142: always asked what she really did no
Page 143 and 144: schooling studying, she studied Phy
Page 145 and 146: B = blackboard C = instrument cupbo
Page 147 and 148: Forty nine percentages had partial
Page 149 and 150: for photosynthesis. Only seven perc
Page 151 and 152: Table 5.3 Correcting the Introducto
Page 153 and 154: Mrs. Engka: Right (confirmed). You
Page 155 and 156: structures might be a metaphor of u
Page 157 and 158: Table 5.4 Advanced Photosynthesis C
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In her planning for the nature of s
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participating in role play discussi
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5.4) Principle IV: Enabling Student
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inside and outside teaching period.
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Activities 5.6) Principle VI: Encou
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6. Summary of the Border School In
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2. Background Information about Mr.
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Table 5.7 Mr. Vyn’s Students Sele
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Mr. Vyn had his own style of teachi
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5. Mr. Vyn’s Implementation of th
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Mr. Vyn: …No. 4…mineral is plan
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The misconception that CO2, mineral
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Although the students incompletely
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model of chloroplast structure base
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undle-sheath cells. Both cells cont
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Table 5.9 Advanced Photosynthesis C
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However, there was no discussion ab
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change in term of application of ol
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5.4) Principle IV: Enabling Student
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discussion. “The teacher always d
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photosynthesis e.g. dark phase. Als
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2. Background Information about Mrs
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Table 5.12 Mrs. Amp’s Students Se
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laboratory activities and concept m
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misconceptions about plant food, pa
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The misconceptions about plant and
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Table 5.13 Correcting the Introduct
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percentages misunderstood that the
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Table 5.14 Advanced Photosynthesis
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One conception about science demand
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Table 5.15 The Nature of Science of
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Not only relating photosynthesis kn
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the book and summarized the concept
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Cross Case Studies: Implementation
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In case of the teachers e.g. Mrs. A
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students’ own views about plants
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CHAPTER VI SUMMARY, DISCUSSION AND
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5. The students’ understanding of
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learning participation rarely appea
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the students to understand the rela
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the science project for environment
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ecause old knowledge was reinterpre
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Table 6.2 Learning Activities Sugge
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understandings about the light inde
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Therefore, this research suggested
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Amir, R. and P. Tamir. 1995. Propos
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Bell, B. 1998. Teacher development
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Campbell, N. and J. Reece. 2002. Bi
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Duit, R. and D. Treagust. 2003. Lea
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Govindjee, J., T. Beatty, and H. Ge
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Institute for the Promotion of Teac
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Lin, H. and C. Chen. 2002. Promotin
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Merriam, S. 1988. Case Study Resear
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Patton, M. 1990. Qualitative Evalua
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Smith, M. and L. Scharmann. 1999. D
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Von Glasersfeld, E. 1995. Radical C
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APPENDIX A: INTRODUCTORY PHOTOSYNTH
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1. Tick any of these items which ca
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6.5) Plants need carbohydrate for t
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APPENDIX B: ADVANCED PHOTOSYNTHESIS
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5. Tick any item (s) which you thin
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12. Here is a statement about plant
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