an innovative approach

This study found that students who could not correct their prior
misconceptions about introductory photosynthesis would hardly develop the
understanding about advanced photosynthesis. The case study of the Market school
was an example. S06 and S08, Mr. Vyn’s students, could not fully understand about
the light and dark phases because they held some misconceptions about plant food
and plant materials (see Tables 5.8 and 5.9).
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The teacher’s content knowledge and educational value of biology had
affected enhancing the understanding of advanced photosynthesis. The teachers who
had not strong content of science did not appear confident to teach and evaluate the
understanding. If the teachers had strongly attempted to develop their content and
were interested in developing the teacher-student interactions, however, the teachers
appeared to be able to adapt the teaching unit for their students’ needs. Mrs. Engka
was an example of the teachers. She consistently developed her content knowledge
and friendly interactions between her and students. Then, she appeared to be able to
enhance the students’ understanding based on the unit, in the classroom. Her teaching
was varied to cooperative learning, experimenting, questioning, discussing, role
playing and concept mapping. There were a majority (80 %) of students in her class
who understood photosynthesis, in particular the dark phase. Also, a majority of the
students had better learning about photosynthesis than the students of other participant
teachers.
On the other hand, the teachers, who had extensive knowledge in science and
focused on learning for particular taking the examination, rarely appeared to adapt the
teaching unit for enhancing the students’ understanding. Mr. Vyn was an example of
the teachers described. His lecture was often used prior to implement the learning
activities based on the new teaching unit. Also, he focused on teaching abstract
photosynthesis concepts, definitions and formulas to cover all contents for the end-oftopic
examination. He often asked the students to complete the activities and develop
their understanding outside teaching periods. The findings indicated that less than
half students (43%) of Mr. Vyn class developed scientific conceptions of
photosynthesis, in particular dark phase.