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Anticipated Outcomes 1. Thai biology teachers would have a teaching unit that is based on the goals of the National Education Act B.E. 2544 (ONEC, 2000a) and the National Science Curriculum (IPST, 2002). Then, they could adapt the teaching unit to teach about photosynthesis in their classrooms. 2. Thai and international science teachers and science educators would receive information detailing developmental processes of a new teaching unit for learning in a specific context. This would enable them to adapt the process to create their own teaching unit. 3. Thai and international science educators in the Faculty of Education might use the information for teaching and learning about photosynthesis to further develop the pre-service teacher education program. 1. Subjects Delimitation The subjects consisted of 118 Grade-11 students and three biology teachers in three public high schools in the Bangkok suburban area. The students were oriented in science Level 4 based on the National Science Curriculum (IPST, 2002). The teachers taught photosynthesis in the second semester of the 2004 academic year. 2. Scope of Photosynthesis Two sets of photosynthesis concepts were concerned in this study. The first set were introductory photosynthesis concepts including the roles of chlorophyll, what materials are needed by plants, the relationship between plant food and energy, between plant and light energy, and the simple photosynthesis process and equation. The second set was advanced photosynthesis concepts including the roles of 8
chloroplasts and pigments, the light dependent (light) phase, the light independent (dark) phase, and factors that affect the photosynthesis rate. 1. Teaching Definitions of Terms Teaching was defined as practices in the teaching process. It included teaching planning, classroom organizing, conducting learning activities including talking and interacting with the students, assessing students’ learning, and using teaching materials. The practices would be revealed through classroom observations and interviews with teachers and students. 2. Learning Learning as understanding referred to students’ explanations and examples about photosynthesis along with its relation to the environment and the nature of science. Learning also included students’ ability of using photosynthesis knowledge for environmental conservation and participating in learning activities. The learning was probed through students’ writing in surveys and assignments, and conversations in the interviews and in the classrooms along with performing classroom observations. 3. Teaching Intervention Teaching intervention included the photosynthesis teaching unit and two surveys. The unit was aimed to promote students’ understanding of advanced photosynthesis integrated with nature of science, and applying of photosynthesis knowledge to environmental conservation. The unit comprised of seven lessons for twelve 50-minute periods. Each lesson detailed learning outcomes, scientific concepts, learning activities, materials, evaluation and anticipated student 9
Page 2: THESIS CASE STUDIES OF TEACHING AND
Page 5 and 6: TABLE OF CONTENTS Page LIST OF TABL
Page 7 and 8: TABLE OF CONTENTS (CONTINUED) iii P
Page 9 and 10: TABLE OF CONTENTS (CONTINUED) v Pag
Page 11 and 12: LIST OF TABLES Table Page 2.1 Struc
Page 13 and 14: LIST OF TABLES (CONTINUED) Table Pa
Page 15 and 16: CHAPTER I INTRODUCTION This chapter
Page 17 and 18: led to improvement in the promotion
Page 19 and 20: water worked as food transported wi
Page 21: suggested peer collaboration for hi
Page 25 and 26: would like to develop a new teachin
Page 27 and 28: concepts, such as absorption of lig
Page 29 and 30: conceptions, the scope of biology e
Page 31 and 32: 3, and 8. In Grades 11-12, the scie
Page 33 and 34: Table 2.3 Basic Science Content Sta
Page 35 and 36: Table 2.3 (Cont’d) Contents Conte
Page 37 and 38: light energy and chlorophyll 2 H O
Page 39 and 40: 2. Photosynthesis Itself Plants, al
Page 41 and 42: of chlorophyll. The students believ
Page 43 and 44: Up to this point, those previous st
Page 45 and 46: partly because of the biology educa
Page 47 and 48: (Matthews, 1997: 6). Philosophicall
Page 49 and 50: understanding capability of environ
Page 51 and 52: 4. Social Constructivism The Russia
Page 53 and 54: 5. Constructivist-Based Teaching ab
Page 55 and 56: peers, while the control group work
Page 57 and 58: generation to the next” (Cobb and
Page 59 and 60: 2.1) Thai Living Styles Thailand is
Page 61 and 62: focuses prepare them to take the Na
Page 63 and 64: culture. First, Thai existing views
Page 65 and 66: Third, the nature of science is the
Page 67 and 68: democratic view, that the understan
Page 69 and 70: 4. Summary: Integrating the Nature
Page 71 and 72: 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
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5.4) Principle IV: Enabling Student
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inside and outside teaching period.
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Activities 5.6) Principle VI: Encou
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6. Summary of the Border School In
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2. Background Information about Mr.
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Table 5.7 Mr. Vyn’s Students Sele
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Mr. Vyn had his own style of teachi
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5. Mr. Vyn’s Implementation of th
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Mr. Vyn: …No. 4…mineral is plan
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The misconception that CO2, mineral
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Although the students incompletely
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model of chloroplast structure base
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undle-sheath cells. Both cells cont
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Table 5.9 Advanced Photosynthesis C
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However, there was no discussion ab
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change in term of application of ol
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5.4) Principle IV: Enabling Student
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discussion. “The teacher always d
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photosynthesis e.g. dark phase. Als
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2. Background Information about Mrs
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Table 5.12 Mrs. Amp’s Students Se
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laboratory activities and concept m
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misconceptions about plant food, pa
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The misconceptions about plant and
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Table 5.13 Correcting the Introduct
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percentages misunderstood that the
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Table 5.14 Advanced Photosynthesis
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One conception about science demand
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Table 5.15 The Nature of Science of
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Not only relating photosynthesis kn
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the book and summarized the concept
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Cross Case Studies: Implementation
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In case of the teachers e.g. Mrs. A
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students’ own views about plants
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CHAPTER VI SUMMARY, DISCUSSION AND
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5. The students’ understanding of
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learning participation rarely appea
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the students to understand the rela
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the science project for environment
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ecause old knowledge was reinterpre
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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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