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terms of gas exchange. There was unawareness of energy conversion in photosynthesis and metabolism in respiration. Observation and interview indicated that the understanding of light dependent (light) phase might be prevented by Mr. Vyn’s belief of teaching role. Student-teacher interaction did not appear to be conducted enough for monitoring the students’ progress and assessing the students’ learning. “I don’t think the teacher knew what I learn…” A student noted. The students could not immediately evaluate themselves what they really learned and should improve to develop the understanding. Therefore, it appeared that most students, sixty three percentages, had just partial understanding about the concept. Ten percentages had the sound understanding that light separated water to produce the primary electron. Up to eighteen percentages had no ideas about the concept. They just broadly explained that light was a factor of producing food. Also, teaching emphasizing on lecture might bring nobody (0%) to understanding of structures and functions of chloroplast. Thylakoid membrane is absorbing light energy, and stroma is fixing CO2. Hands-on activities, e.g. experimenting pigment of chloroplast and additionally producing a three dimensional model were used. However, minds-on activities, e.g. discussing about relationships between the structure and the functions of chloroplast did not appear to support the hands-on activities. The survey indicated that sixty three percentages, over half students, had just partial understanding about chloroplast. They thought that chloroplast had only one function i.e. light absorbing. Also, twenty five percentages believed that chlorophyll on the membrane was fixing CO2. It did not appear to this study that lecturing with skipping the laboratory activities promoted the understanding of the necessary factors affecting photosynthesis rate. The survey indicated that a majority of students, forty five percentages, had partial understanding. They understood that type of enzyme and number of leaf limited CO2 fixation, but they could not describe the relationship between type of plant leaf tissue and the fixation. C4 plant tissue has mesophyll and 172
undle-sheath cells. Both cells contain chloroplast fixing CO2. C3 plant tissue contains just mesophyll cell. C3 plants less fixed CO2 than C4 plants. Eighteen percentages did not concern to the relationship: “CO2 was fixed in the light phase more than the dark phase.” Interviews with the students, S05, S06, S07 and S08 also indicated that the understanding of advanced photosynthesis concepts was not fully developed based on the students’ learning potential. S05 holding scientific concept about introductory concepts and seriously studying biology could develop only sound understanding about dark phase. Also, he just held partial conceptions about structure and functions of chloroplast and necessary factors affecting photosynthesis rate. He held some misconception about light phase. The key idea of those concepts was often missed. Some instances in chloroplast concept, he noted to chlorophyll and stroma of the chloroplast, but he did not describe function of the stroma. His extent was only in function of the chlorophyll. 173 S06 who incompletely corrected the introductory misconceptions could not fully understand about the advanced concepts. S06 understood entire processes of light and dark phases, but misunderstood about relationship between the two phases. He perceived that plants had two types of photosynthesis separately. First type was ‘photosynthesis’ in day time, called LR or light reaction, and second type was ‘photosynthesis’ in dark area, called DR or dark reaction. The two types individually required materials and synthesized products. S07 certainly correcting the introductory misconceptions and often having chances of the classroom participation developed sound understanding about dark phase and necessary factors affecting photosynthesis rate. S07 understood that plants used enzyme to fix CO2 in dark phase and to make C6H12O6. She also understood that C3- and C4- plants differently fixed CO2. However, her misconception about the light phase involved oxidation-reduction was found. She
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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
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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
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
Page 183 and 184: Although the students incompletely
Page 185: model of chloroplast structure base
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
Page 229 and 230: students’ own views about plants
Page 231 and 232: CHAPTER VI SUMMARY, DISCUSSION AND
Page 233 and 234: 5. The students’ understanding of
Page 235 and 236: 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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