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the electron in the light phase. Thus, S01 and S04 perceived that light energy separated both H2O and CO2 into the electron and then released the oxygen gas. S02 misunderstanding that H2O was plant food perceived that CO2 was the only one resource of the oxygen gas. As same as most of students taught through the experiment without the strong discussion of relationship between the structures and the functions of chloroplast, the four students had just partial understanding about structures and functions of chloroplast. Light absorption was only one function of the chloroplast. S02 also misunderstood that the chloroplast particularly took place in stoma and size of the stoma limited fixing CO2 in the dark phase. Holding the misconceptions of S02 caused the misunderstanding about the necessary factors affecting photosynthesis rate after Mrs. Engka skipped the laboratory activities in the lesson. “Fixing CO2 depended on size of the stoma.” S01 and S03 who believed that chloroplast functioned as the light absorption only also misunderstood about the factors. S01 perceived that number of chloroplast did not affect the CO2 fixation. S03 perceived that fixation depended on stored energy in vacuole. Table 5.4 shows the students’ conceptions about advanced photosynthesis. 142
Table 5.4 Advanced Photosynthesis Concepts of Mrs. Engka’s Students Selected as Concepts Structures and Functions of Chloroplast Light Dependent (Light) Phase Light Independent (Dark) Phase Necessary Factors Affecting Photosynthesis Rate Participants in the Case Study Students S01 S02 S03 S04 Chloroplast contains chlorophyll absorbing light. (PU) 6 Chloroplast Chloroplast Chloroplast places in stoma contains green contains fixing CO2 and substance chlorophyll absorbing light. absorbing light. absorbing light. (PU+MU) (PU) (PU) Light digests both CO2 and H2O. Both provide O2 and e - . (PU+MU) CO2 provides Catom…used to synthesize glucose. (SU) [CO2] doesn’t affect the rate. All plants similarly fix CO2. (PU+MU) CO2 supplies O2 gas [because] H2O is plant food. (MU) CO2 supplies Catom…used to make sugar. (SU) Size of stoma limits the CO2 fixation rate. (MU) 6 SU = Sound Understanding, PU = Partial Understanding, Light activates electron transfer. (PU) Plants fix CO2 to make food. This is sugar. (SU) Fixing CO2 depends on an amount of energy stored in vacuole. (MU) PU+MU = Partial Understanding with Misconception and MU = Misunderstanding 143 Light separates H2O [and CO2] providing the e - . (PU+MU) CO2 is separated into C-atom making food and O-atom making O2 gas. (PU+MU) C3-plant has a less CO2 fixation than C4-plant. (PU)
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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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− 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
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 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: structures might be a metaphor of u
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
Page 183 and 184: Although the students incompletely
Page 185 and 186: model of chloroplast structure base
Page 187 and 188: undle-sheath cells. Both cells cont
Page 189 and 190: 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
Page 195 and 196: 5.4) Principle IV: Enabling Student
Page 197 and 198: discussion. “The teacher always d
Page 199 and 200: photosynthesis e.g. dark phase. Als
Page 201 and 202: 2. Background Information about Mrs
Page 203 and 204: Table 5.12 Mrs. Amp’s Students Se
Page 205 and 206: 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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