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LIST OF TABLES (CONTINUED) Table Page 5.5 The Nature of Science of Mrs. Engka’s Students Selected as Participants in the Case Study 148 5.6 Biology Achievement of Mr. Vyn’s Students 158 5.7 Mr. Vyn’s Students Selected as Participants in the Case Study 159 5.8 Correcting the Introductory Misconceptions of Mr. Vyn’s Students Selected as Participants in the Case Study 168 5.9 Advanced Photosynthesis Concepts of Mr. Vyn’s Students Selected as Participants in the Case Study 175 5.10 The Nature of Science of Mr. Vyn’s Students Selected as Participants in the Case Study 180 5.11 Biology Achievement of Mrs. Amp’s Students 188 5.12 Mrs. Amp’s Students Selected as Participants in the Case Study 189 5.13 Correcting the Introductory Misconceptions of Mrs. Amp’s Students Selected as Participants in the Case Study 197 5.14 Advanced Photosynthesis Concepts of Mrs. Amp’s Students Selected as Participants in the Case Study 201 5.15 The Nature of Science of Mrs. Amp’s Students Selected as viii Participants in the Case Study 205
LIST OF TABLES (CONTINUED) Table Page 6.1 Introductory Concepts Supported the Understanding about Advanced Photosynthesis 224 6.2 Teaching and Learning Activities Suggested for the Understanding about Advanced Photosynthesis Concept 229 ix
Page 2: THESIS CASE STUDIES OF TEACHING AND
Page 5 and 6: TABLE OF CONTENTS Page LIST OF TABL
Page 7 and 8: TABLE OF CONTENTS (CONTINUED) iii P
Page 9 and 10: TABLE OF CONTENTS (CONTINUED) v Pag
Page 11: LIST OF TABLES Table Page 2.1 Struc
Page 15 and 16: CHAPTER I INTRODUCTION This chapter
Page 17 and 18: led to improvement in the promotion
Page 19 and 20: water worked as food transported wi
Page 21 and 22: suggested peer collaboration for hi
Page 23 and 24: chloroplasts and pigments, the ligh
Page 25 and 26: would like to develop a new teachin
Page 27 and 28: concepts, such as absorption of lig
Page 29 and 30: conceptions, the scope of biology e
Page 31 and 32: 3, and 8. In Grades 11-12, the scie
Page 33 and 34: Table 2.3 Basic Science Content Sta
Page 35 and 36: Table 2.3 (Cont’d) Contents Conte
Page 37 and 38: light energy and chlorophyll 2 H O
Page 39 and 40: 2. Photosynthesis Itself Plants, al
Page 41 and 42: of chlorophyll. The students believ
Page 43 and 44: Up to this point, those previous st
Page 45 and 46: partly because of the biology educa
Page 47 and 48: (Matthews, 1997: 6). Philosophicall
Page 49 and 50: understanding capability of environ
Page 51 and 52: 4. Social Constructivism The Russia
Page 53 and 54: 5. Constructivist-Based Teaching ab
Page 55 and 56: 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
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democratic view, that the understan
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4. Summary: Integrating the Nature
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elationship between one concept and
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Brown (2003) used a combination of
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Focusing on thinking and encouragin
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Which aspect of the nature of scien
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teaching photosynthesis needs impro
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− encouraging students to partici
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The attempt to understand and inter
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Figure 3.1 Research Design of the T
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was considered to differentiate the
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2.1) Teacher Preparation for Implem
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3. Evaluating Impacts of Photosynth
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Figure 3.2 Survey Developmental Pro
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1.2) Advanced Photosynthesis Survey
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1. accessibility - is enabling the
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implementation of the teaching inte
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Table 3.4 Data Collection Program S
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students. The learning culture in t
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1. Surveys: Content Analysis Conten
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They were confirmed by the teachers
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CHAPTER IV THE PHOTOSYNTHESIS TEACH
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structures and functions of chlorop
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Therefore, this study focused on us
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from constructivism to socio0cultur
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Sub-stand 1: Living Things and Livi
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stroma. 5.3) Lists of Concept Propo
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c) Light independent (dark) phase
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Figure 4.1 Photosynthesis Concept M
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Lesson 1 ‘Plant food’, aimed to
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Lesson 5 ‘Light independent (dark
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Table 4.1 Photosynthesis Lesson Pla
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Table 4.1 Cont’d Lesson 3. Struct
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Table 4.1 Cont’d Lesson 5. Light
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Table 4.1 Cont’d Lesson 6. Studen
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After the researcher finished devel
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per a week, namely two 60-min perio
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always asked what she really did no
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schooling studying, she studied Phy
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B = blackboard C = instrument cupbo
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Forty nine percentages had partial
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for photosynthesis. Only seven perc
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Table 5.3 Correcting the Introducto
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Mrs. Engka: Right (confirmed). You
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structures might be a metaphor of u
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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
Page 191 and 192:
However, there was no discussion ab
Page 193 and 194:
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
Page 201 and 202:
2. Background Information about Mrs
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Table 5.12 Mrs. Amp’s Students Se
Page 205 and 206:
laboratory activities and concept m
Page 207 and 208:
misconceptions about plant food, pa
Page 209 and 210:
The misconceptions about plant and
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Table 5.13 Correcting the Introduct
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percentages misunderstood that the
Page 215 and 216:
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
Page 247 and 248:
Therefore, this research suggested
Page 249 and 250:
Amir, R. and P. Tamir. 1995. Propos
Page 251 and 252:
Bell, B. 1998. Teacher development
Page 253 and 254:
Campbell, N. and J. Reece. 2002. Bi
Page 255 and 256:
Duit, R. and D. Treagust. 2003. Lea
Page 257 and 258:
Govindjee, J., T. Beatty, and H. Ge
Page 259 and 260:
Institute for the Promotion of Teac
Page 261 and 262:
Lin, H. and C. Chen. 2002. Promotin
Page 263 and 264:
Merriam, S. 1988. Case Study Resear
Page 265 and 266:
Patton, M. 1990. Qualitative Evalua
Page 267 and 268:
Smith, M. and L. Scharmann. 1999. D
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Von Glasersfeld, E. 1995. Radical C
Page 271 and 272:
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
Page 281 and 282:
12. Here is a statement about plant
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