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Table 4.1 Cont’d Lesson 4. Light dependent (light) phase Periods (min) 1.5 (75) Learning outcomes Concepts Students would be able to… 1. Identify the products of the light phase. 2. Explain roles of light, pigment, water and electron transport system in the light phase. 3. Distinguish between the cyclic ETS and the non-cyclic ETS. 4. Tell the importance of changing development of the light phase. 1. Light dependent reactions occur in thylakoid membrane when light energy excites specialized chlorophyll from the ground electronic state to an excited electronic state. 2. Primary photochemical event is the transfer of an electron from the excited state of chlorophyll in the reaction centre to an acceptor molecule. 3. The oxidized reaction centre of the chlorophyll, that had donated an electron, is reduced by a secondary donor, which in turn is reduced by a tertiary donor. 4. The water (H2O) is oxidized by light (photolysis) to oxygen. The oxidation of water as the primary source of electrons. Protons also are released in the lumen by PS-II. 5. The primary electron and proton are transferred from chlorophyll of the PS-II to chlorophyll of the PS-I that had donated the electron. This is called non-cyclic electron transfer. 6. The electron in PS-I is transferred through electron protein carriers, and return to PS-I again. This is called cyclic electron transfer. 7. Then, ATP is released into the stroma by proton (H + ) moving from the lumen to stroma. 8. In plant, water (H2O) is the ultimate electron donor, and NADP + is the ultimate electron acceptor.Moving electrons, electron flow, to synthesize ATP is called Z scheme. 9. PS-II oxidizes water, while PS-I reduces NADP+. Learning Activities 1. Questioning 2. Cooperative learning 3. Story telling using pamphlet 4. Group discussion 5. Concept mapping Materials Assessment 1. The pamphlet: Van Neil, Arnon and Hill 2. The concept mapping 118 1. Use the pamphlet: Van Neil, Arnon and Hill to probe the students’ ideas about the light phase. 2. Use concept mapping to evaluate the students’ conceptions about the light phase. 118
Table 4.1 Cont’d Lesson 5. Light independent (dark) phase Periods (min) 3 (150) Learning outcomes Concepts Students would be able to… 1. Explain how the scientists worked for photosynthesis. 2. Explain the process of the dark phase. 3. Distinguish between the dark phase of c3 plants and c4 plants. 4. Evaluate own learning about the dark phase. 10. NADP+ is reduced to NADPH on the stromal side of the membrane via the action of ferredoxin (Fd) and the flavoprotein ferredoxin-NADP reductase (FP). 11. All the electron carriers are known to function in electron flow from water (H2O) to NADP+. 12. PS-II produces an oxidant that can oxidize the cytochrom b6f complex. 13. The transfer of electrons (e-) and protons (H+) in thylakoid membrane is carried out by protein complexes--PS-II, the cytochrom b6f, PS-I, and the ATP synthease. 1. The light independent reaction occurs in stroma, and is carbon dioxide fixation (called Calvin cycle). 2. The Calvin cycle is fixing CO2, and using ATP and NADPH generated by the light dependent reactions, to produce carbohydrate e.g. starch, sugar. 3. The Calvin cycle proceeds in 3 stages: 1) carboxylation of CO2 acceptor, 2) reduction of PGA and 3) regeneration of the CO2 receptor. 4. Firstly, CO2 and H2O from environment are enzymatically combined with a five-carbon acceptor molecule (RuBP). 5. RuBP generates two molecules of a three-carbon intermediate (PGA). 6. Secondarily, the intermediate (PGA) is reduced to carbohydrate (PGAL), sugar, a six-carbon molecule, by use of the ATP and NADPH generated photochemically. Learning Activities 1. Role play based on historical story 2. Cooperativ e learning 3. Classroom discussion 4. Concept mapping Materials Assessment 1. The dialogue of role play 2. The student booklet: The long journey of the light independent phase 3. The work sheet: Photosynthesi s of C3-and C4-plant 119 1. Use the role play to evaluate the students’ ideas about nature of science as social enterprise. 2. Use the student booklet: The long journey of the light independent phase to probe the students’ ideas about the phase. 119
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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
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2.1) Thai Living Styles Thailand is
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focuses prepare them to take the Na
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culture. First, Thai existing views
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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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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 and 110: CHAPTER IV THE PHOTOSYNTHESIS TEACH
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: Table 4.1 Cont’d Lesson 3. Struct
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
Page 161 and 162: participating in role play discussi
Page 163 and 164: 5.4) Principle IV: Enabling Student
Page 165 and 166: inside and outside teaching period.
Page 167 and 168: Activities 5.6) Principle VI: Encou
Page 169 and 170: 6. Summary of the Border School In
Page 171 and 172: 2. Background Information about Mr.
Page 173 and 174: Table 5.7 Mr. Vyn’s Students Sele
Page 175 and 176: Mr. Vyn had his own style of teachi
Page 177 and 178: 5. Mr. Vyn’s Implementation of th
Page 179 and 180: Mr. Vyn: …No. 4…mineral is plan
Page 181 and 182: 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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