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to photosynthesize. Additional twenty eight percentages held scientific understanding that CO2 and H2O were materials of photosynthesis. Forty eight percentages, almost half students, had no ideas about simple photosynthesis processes and equations. A student noted that “I could not remember its equation.” Additional twenty five percentages were holding partial understanding with misconception. They learned to recall all substances involved photosynthesis to draw the equation. Not only plant materials, CO2 and H2O, but also light and chlorophyll were perceived as substrates of photosynthesis process. Almost all students had scientific understanding about role of chlorophyll in plants. Ninety percentages understood that green plants used chlorophyll to photosynthesize. Holding the introductory misconceptions might be a weak point of developing the students’ understanding about photosynthesis. Mr.Vyn’s practice involved correcting the misconceptions, thus, was considered in this study. 5.1.1) Mr. Vyn’s Practices on Principle I Classroom observations and the interviews indicated that Mr. Vyn consistently corrected the Grade 11 students’ misconception about introductory photosynthesis. He appeared confident to elicit students’ misconception using the game “Circus of misconceptions (True or False) in Lesson 1. All students in pair would be expected to discuss the introductory statements struck on the wall. They independently made decision whether the statements were true. However, Mr. Vyn perceived himself as a major resource of the science content. He also appeared to adapt the way of playing the game. He wrote the statements on the board, and questioned whole class students for making decision on the statements. Then, he directly justified the decision. There was no students’ discussion and students’ self evaluation using the worksheet “what is plant food?” 164
Mr. Vyn: …No. 4…mineral is plant food, isn’t it? Students: Yes…/No…(noisy) Mr. Vyn: it must be ‘no’…plants use mineral as catalyst or enzyme…so, it isn’t plant food… The survey and interviews with student consequently indicated some alternative change of students’ conceptions. This study explains overview of the change of whole class students and then details the conceptual change of four students studied in depth. 5.1.2) Students’ Understanding about Introductory Photosynthesis According to whole class students, the surveys indicated that students incompletely corrected the misconceptions. Although most of students understood plant food, the misconceptions about plant and light energy and plant materials were found. Twenty three percentages strongly retained holding misconception about plant food. They understood that C6H12O6, in terms of monosaccharide, was plant food, but they retained that H2O was also plant food. Light was not recognized as energy resource of photosynthesis. Eighteen percentages broadly addressed that plants needed light to photosynthesize, but they could obviously not identify roles of light which supplied energy for photosynthesis. 165 The survey did not indicated students’ conceptual change about plant materials. However, holding new misconception about plant materials was found obviously. The students’ misconception that ‘light was plant materials’ were substituted with the new misconception that ‘light activated enzyme to absorb light…’ The new misconception indicated mixing the misconception between light energy and plant materials.
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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
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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
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 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: 5. Mr. Vyn’s Implementation of th
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
Page 207 and 208: misconceptions about plant food, pa
Page 209 and 210: The misconceptions about plant and
Page 211 and 212: Table 5.13 Correcting the Introduct
Page 213 and 214: percentages misunderstood that the
Page 215 and 216: Table 5.14 Advanced Photosynthesis
Page 217 and 218: One conception about science demand
Page 219 and 220: Table 5.15 The Nature of Science of
Page 221 and 222: Not only relating photosynthesis kn
Page 223 and 224: the book and summarized the concept
Page 225 and 226: Cross Case Studies: Implementation
Page 227 and 228: 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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