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3.1) Correcting Grade 11 Students’ Misconception about Introductory Photosynthesis This principle aimed to deal with the students’ pre-existing misconceptions which might come from their ideas from school and their own culture. Students’ misconceptions would be reviewed, outlined and focused on in planning the photosynthesis lessons. Because literature in Chapter II indicated that most students held misconceptions about introductory photosynthesis concepts e.g. plant food, they would be elicited and corrected the misconceptions using think pair share, think pair square, concept mapping and the post-box method called “Circus of misconceptions (True or False)”. Also, the students’ misconceptions about chlorophyll, plant materials, plant food and energy, plant and light energy, and simple photosynthesis process would be also corrected. Then, questioning, classroom discussion and game would be used to correct the students’ misconceptions about role of chlorophyll, chemical structure and oxidation-reduction. After that, the unit would gradually challenge the students to learn the advanced photosynthesis based on the National Science Curriculum (IPST, 2002). 3.2) Enhancing Grade 11 Students’ Understandings about Advanced Photosynthesis Concepts According to the National Science Curriculum (IPST, 2002), in particular the relevant science content standards, this study developed the advanced photosynthesis knowledge propositions as biology educational goals of Grade 11 photosynthesis learning. Then, this study organized the relevant contents including the role of chloroplasts, the light dependent (light) and the light independent (dark) phases and the factors affecting photosynthesis rate. Teaching the advanced photosynthesis concepts started with cooperative learning and experimenting through paper-chromatography. Understanding about the 96
structures and functions of chloroplast was expected. Questioning, discussing and concept mapping would be used to enhance the understanding about the light dependent (light) phase. Then, the light independent (dark) phases would be taught through role play, collaboration, classroom discussion and concept mapping. Problem solving, experimentation and group work were additional teaching approaches expected to enhance the understanding about the factors affecting photosynthesis rate. As important as the understanding of advanced photosynthesis concepts, the understanding of nature of science was valued in science education of Thailand. This study additionally finds the teaching strategy to illuminate the nature of science. 3.3) Integrating Nature of Science into Photosynthesis and Using Historical Narratives to Illuminate the Nature of Science Based on the National Science Curriculum (IPST, 2002) The nature of science integrated into photosynthesis teaching was expected to enable students to value studying science, in particular photosynthesis, in classroom. The integration associated the nature of science, involved photosynthesis knowledge and based on the National Science Curriculum (IPST, 2002). This study, thus, would illuminate the nature of science in three aspects that scientific ideas are subjected to change; that science demands evidence; and that science is a complex social activity. Barker (1997) and Allchin et al. (1999) suggested use of the narrative technique or story to enhance the understanding about the nature of science. The stories were anticipated to provide a cultural background of science. The background might let the students valuing the three aspects of science. Also, Lin and Chen (2002) suggested an emphasis on science as a social enterprise to promote the understanding. Therefore, this study addressed the nature of science in the teaching unit. The three aspects of science was initially discussed through reading historical story and playing game. ‘Scientific ideas are subjected to change’ was theoretically 97
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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
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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 and 108: They were confirmed by the teachers
Page 109: CHAPTER IV THE PHOTOSYNTHESIS TEACH
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
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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
Page 159 and 160: 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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