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photosynthesis rate were found. He perceived chloroplast as solar cells absorbing and storing light energy. He thought the dark phase was photosynthesis without light. He also thought that the light phase took place only in daytime and produced sugar as same as the dark phase; and light absorption of pigments differed CO2 fixation of one plant to another plant. Also, S10 who personally studied biology for taking the examination and had no high biology achievement uncertainly developed the understanding. He perceived chloroplast as chlorophyll. Although he understood that plants fixed CO2 to produce plant food, he thought that CO2 also provided O2 as by- product. The product was released in the dark phase. He retained misconceptions about plant food. He thought that “H2O…was plant food in the light phase.” He could not give reasons why C3-plants and C4-plants fixed CO2 differently. He also thought that number of leaves did not affect photosynthesis rate. S11 and S12, the students who got high biology achievement and usually studied biology by themselves, could develop scientific understanding about light and dark phases. They understood that plants fixed CO2 to produce plant food, carbohydrate, and that H2O was separated into H + , electron and O2 by light energy. However, they believed that chloroplast had only one function for photosynthesis. The function involved absorbing light. There was no CO2 fixation in stroma of chloroplast. S11 also misunderstood that pigments were fixing CO2. S12 were not convinced to describe why C3-plants and C4-plants fixed CO2 differently. photosynthesis. Table 5.14 shows the students’ conceptions about advanced 200
Table 5.14 Advanced Photosynthesis Concepts of Mrs. Amp’s Students Selected as Concepts Structures and Functions of Chloroplast Light Dependent (Light) Phase Light Independent (Dark) Phase Necessary Factors Affecting Photosynthesis Rate Participants in the Case Study S09 Students S10 S11 S12 Chloroplast is pigment absorbing light as solar cell. It supplied energy for photosynthesis without light. (MU) 10 Chloroplast is Chloroplast Chloroplast chlorophyll contains contains green absorbing light. pigment for substances to (PU+MU) photosynthesis. absorb light. (PU) (PU) It is photosynthesis in daylight, and provides sugar which supplied energy for the dark phase. (MU) It is photosynthesis without light. It uses energy stored in pigments, and helps producing plant food. (MU) Number of leaf and did not affect photosynthesis rate, but type of pigment differently caused rate of CO2 fixation. (MU) H2O is separated into the electron …, and is plant food. (PU+MU) Plants fix CO2 to produce food, and are resource of O2. (PU+MU) Number of leaf and did not affect photosynthesis rate. (MU) Light separates H2O into H + and O2, and induces electron transfer. (SU) Plants fix CO2 to produce food. (SU) Type of pigment differently case rate of CO2 fixation. (MU) 201 H2O provides e - and is separated into H + and O2. (SU) Plants fix CO2 to produce food, sugar, carbohydrate. (SU) No answer 5.3) Principle III: Integrating Nature of Science into Photosynthesis Using Historical Narratives to Illuminate the Nature of Science (IPST, 2002) Understanding the nature of science was perceived as important as understanding the photosynthesis concepts based on the teaching unit. Historical narrative was theoretically chosen as an effective way to illuminate the nature of science. Three aspects in science integrated in the concepts are that scientific ideas are subjected to change; that science demands evidence; and that science is a complex social activity. 10 SU = Sound Understanding, PU = Partial Understanding, PU+MU = Partial Understanding with Misconception and MU = Misunderstanding
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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
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schooling studying, she studied Phy
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B = blackboard C = instrument cupbo
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Forty nine percentages had partial
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for photosynthesis. Only seven perc
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Table 5.3 Correcting the Introducto
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Mrs. Engka: Right (confirmed). You
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structures might be a metaphor of u
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Table 5.4 Advanced Photosynthesis C
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In her planning for the nature of s
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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 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: percentages misunderstood that the
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
Page 245 and 246: understandings about the light inde
Page 247 and 248: Therefore, this research suggested
Page 249 and 250: Amir, R. and P. Tamir. 1995. Propos
Page 251 and 252: Bell, B. 1998. Teacher development
Page 253 and 254: Campbell, N. and J. Reece. 2002. Bi
Page 255 and 256: Duit, R. and D. Treagust. 2003. Lea
Page 257 and 258: Govindjee, J., T. Beatty, and H. Ge
Page 259 and 260: Institute for the Promotion of Teac
Page 261 and 262: Lin, H. and C. Chen. 2002. Promotin
Page 263 and 264: 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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