an innovative approach

Mrs. Engka: Right (confirmed). You used to study its starch
when you were in Grade 7. What do you think about
the plants? Do they have only green colour? (pause)
how do you know?
Students: Separation...
Although Mrs. Engka had taught in a less confidence in the
chemical knowledge involved photosynthesis, she attempted to investigate the
students’ pre-conceptions of oxidation-reduction involved the light phase. Some
instances in an attempt at explaining the oxidation-reduction, she stated that “…that
pigment is thylakoid…giving and taking the electron. The reaction was
called…um…I don’t have strong content…, but the oxidation and reduction would
occur...”
In Lesson 5, Mrs. Engka would like to probe the students’
understanding and assist the students to learn meaningfully about the dark phase. She
linked the dark phase concepts to the light phase concepts using concept mapping.
Also, she encouraged the students to evaluate and improve the concept mapping
continuously. Usually, the interaction with students initially required the students to
give their ideas before Mrs. Engka provided information. At the times, she
spontaneously responded to the students’ questions and difficulties. Then, her quality
of explaining and questioning about the concept was found to be developed.
Perhaps, she was critical of the time spent on experimenting.
Mrs. Engka appeared to avoid the laboratory activities involved Lesson 6: the
necessary factors affecting photosynthesis rate. Also, she felt that some less able
students would not be able to understand the factors within a two-hour period of the
lesson. So, her teaching appeared to emphasize lecturing, in stead of experimenting
about the factors in laboratory.
After Mrs. Engka practiced on the Principle II, the students’
understandings about advanced photosynthesis concepts based on the National
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