an innovative approach

presented as science was problematic issue. The scientists in the history needed to
argue with others for using word ‘Photosynthesis’. The students would then discuss
and play game to identify those three aspects.
Also, the three aspects would be discussed along teaching based on the
unit. The scientists’ stories of discovering evidences about the light and dark phases
were questioned, analyzed and discussed. The discussion focused on how the
scientists had cooperatively worked to each other including scientists’ social
expirations, evaluations and constraints.
Practically, ‘science demands evidence’ and ‘science is a complex social
activity’ were focused on using the experimentation, problem solving and science
project. Perhaps, the experiment in plant leaves enabled students to understand how
scientists practiced inquiry about pigments in chloroplast, and the problem solving in
studying the photosynthetic factors enabled the students themselves to demonstrate an
evidence of photosynthesis. Also, the students’ cooperation on a science project
would tell them on how the scientists had cooperatively worked to develop the
knowledge in society.
Not only integrating the nature of science but also integrating
environmental education in photosynthesis was an additional way of developing
student learning about photosynthesis.
3.4) Enabling Students to Relate Photosynthesis Knowledge to Conserve
the Environment
A major problem found in the prior study of 2002 (Kijkuakul, 2002;
Kijkuakul and Yutakom, 2004) was that traditional teaching had never given students
enough opportunity to discuss their ideas about the relationship between
photosynthesis and environment. Carlsson (2002) and Ekborg (2003) indicated that
the traditional teaching might prevent development of students’ understanding about
photosynthesis, and students’ awareness of using science in classroom for their live.
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