an innovative approach

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.
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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.