an innovative approach

laboratory activities and concept mapping. The learning step was locked into reading
papers which were copied from teacher’s transparencies and students’ worksheets
based on the teaching unit. Finally, the students’ learning was found as repeating the
concepts written in the papers and the worksheets unit they could remember for the
examination.
4. Mrs. Amp’s Planning
Mrs. Amp early prepared students’ worksheets based on the unit at the
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beginning of the implementation. The worksheets were copies as much as the number
of her students in Grade 11, and were disciplinarily distributed to the students page by
page in the classroom.
Mrs. Amp commented that she was necessary to leave photosynthesis teaching
because the school special events, e.g. school sport day and ‘School Loving Day’, and
her special work such as welcoming school visitors to evaluate the school quality and
attending conferences outside the school. Then, she asked the students to read the
worksheets during her leave and then gave a lecture at the end of implementing the
unit.
Mrs. Amp implemented the teaching unit for four weeks and began the
implementation on the 1 st November 2004. Figure 5.5 shows the teaching room
setting. There were twenty 60 x 120 x 80 cm. student tables, one 200 x 100 x 80 cm.
teacher table, forty five stools, three ceiling fans, seven cabinets and six shelves, one
television and one refrigerator, two computers, two sinks and six electric light bulbs.