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Table 5.10 The Nature of Science of Mr. Vyn’s Students Selected as Participants in the Case Study NOS Aspect Student Conceptions of the Nature of Science (NOS) (Questions) S05 S06 S07 S08 1. Scientific ideas are “…knowledge accumulated “In the past, scientists might “…because of the accumulated “…they adapted old concepts for subjected to change. from research and teaching have poor quality equipments experiences and inquisitive present utilization.” Q: Why had the scientific experiences urged them to and might indicate the results nature of human beings together ideas been changed? try new experiments using new methods which might produce new findings, new knowledge.” without experiments … ” with scientific habits.” 2. Science demands evidence. Q: Why did the scientists need to do the experiments? 3. Science is a complex social activity. Q: How did the scientific knowledge come about? The summary of ideas about the nature of science. Q: How had the photosynthesis knowledge been developed? “…to uncover the hidden truth unknown by others to provide support…” “…they used different types of experiments and different techniques…” “…photosynthesis was developed by previous scientists…using scientific process…and attempts…” “…to obtain a more concrete conclusion.” “…they observed, questioned, experimented and searched for new knowledge to discuss ideas of the others...” “Photosynthesis was developed by the cooperation between scientists such as Calvin and Benson…then new scientists experimented and searched for new knowledge.” “…to answer their questions through experiments.” “…they thought, observed, experimented and were aware of their questioning. “…human observed, questioned natural phenomena …and tried to find out the answer through experiment. They continuously thought to add more information about the knowledge.” 180 “…to find out about something that could be compared by others. If these agree with their ideas, a new theory could be constructed…” “…they questioned…and then tested… The results needed critiqued by the others. “…the development came from scientific habit of minds. People who were really interested in photosynthesis could develop the knowledge…” 180
5.4) Principle IV: Enabling Students to Relate Photosynthesis Knowledge to Conserve the Environment 5.4.1) Mr. Vyn’s Practices on Principle IV Mr. Vyn believed that classroom discussion consumed time of teaching. Classroom discussion about the students’ personal environmental stories did not appear to initiate the science project. The teacher originally offered his environmental stories for students. They were asked to apply photosynthesis knowledge for environment in the school and the community e.g. developing water quality of the pond in the school and distributing photosynthesis knowledge. 5.4.2) Students’ Ability to Relate Photosynthesis Knowledge to Conserve the Environment Observation and interviews indicated that students attempted to operate the science project based on Mr. Vyn’s offering. S08 supported that “…there was no discussion on the origin of doing the science project…the teacher just asked [the students] to operate the proposal soon after [the students] finished the school midterm examination.” S05 told that his group developed the brochure to illustrate knowledge of photosynthesis. His group expected that the brochure would persuade people to grow plants in the school. His group now finished publishing the brochure and was going to distribute the brochure. In case of S07, her group would like to develop the water quality in a pond. She was going to prove color of the water. “…time and equipment were limited…the teacher told that I would not be able to test the dissolved oxygen chemically…I [then] needed to test it physically”, S07 said. 181 Although it appeared that the students practiced the scientific project, the interview indicated that students’ learning potential of the practice was limited by Mr.Vyn’s practices. The students had done the project for particular taking the assignment. There was no valuing use of photosynthesis knowledge to conserve their environment.
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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
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Table 4.1 Cont’d Lesson 6. Studen
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After the researcher finished devel
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per a week, namely two 60-min perio
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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 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: change in term of application of ol
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
Page 237 and 238: the students to understand the rela
Page 239 and 240: the science project for environment
Page 241 and 242: ecause old knowledge was reinterpre
Page 243 and 244: 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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