an innovative approach

5.5) Principle V: Having Regard to Culture and Society as Socio-
Cultural Perspectives on Teaching and Learning
Because the students assume roles of learner, family and society in the
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classroom and the learning was perceived as functioning of a good citizen in the
classroom (Cobb, 1994; Packer and Goicoechea, 2000), the students’ living style,
views about plants, educational value and school society influencing the learning were
regarded for practice on teaching photosynthesis.
5.5.1) Mr. Vyn’s Practices on Principle V
In spite of the ideas above, Mr. Vyn appeared to emphasize
teaching for taking of the National Entrance Examination. The teaching focused on
abstract concepts, definitions and formulas. Also, the teaching was less emphasis on
discussion, game, cooperation or problem solving. Observation and interview also
indicated that even he attempted to discuss about plants, he regularly discussed by
himself. Because the students were “…in culture of big city where they had not easily
found plants, forest, and garden…, [so] they might not appreciate to study
photosynthesis …and the parents [then] had no time to help them…” Therefore, there
was the teacher’s duty “…to develop [the students’] discipline, royalty, and
responsibility on the study…” Mr. Vyn explained.
5.5.2) Students’ Learning Based on Thai Society and Culture
Follow on the Mr. Vyn’s practices, this study found that students
still were unfamiliar with the practices. They still were not confident to participate in
the learning activities. The student who seriously studied biology by himself, S05,
supported that “...in classroom, thinking and sharing ideas was rarely found…the
teacher rarely launched the classroom discussion…he usually asked the [favorite]
students individually…I rarely had chance to participate in the discussion.” S06, the
student who also studied biology by himself, supportively noted that he was not
confident to argue the teacher’s ideas even though he would like to participate in the