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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). 212 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.
In case of the teachers e.g. Mrs. Amp who was not confident in the chemical knowledge and also not enthusiastic about the teacher-student interactions, mainly used reading homework to enhance the students’ advanced understanding. This study found that a majority of students held some misconceptions. Less than half students (24%) in her class developed the scientific conceptions about the dark phase. Her students had less development of the advanced understanding than Mr. Vyn’s students. Also, this study found that the number of students who understood the photosynthesis was in relation to the number of students who understood the nature of science. This study described the students’ understanding about the nature of science as follows. The teacher’s personal perception of the nature of science (NOS) indicates way of illuminating the three aspects of science that scientific ideas are subjected to change; that science demands evidence; and that science is a complex social activity. Mrs. Engka, who perceived understanding NOS as important as understanding photosynthesis concepts, consistently appeared to discuss about historical narratives involved photosynthesis. Also, she facilitated students’ experimentation, role play, problem solving, and science project. This study found that a majority of her students could develop both the understanding about photosynthesis and the understanding about NOS in three aspects. On the other hand, Mr. Vyn and Mrs. Amp, the teachers who perceived NOS as scientific concepts, appeared to teach NOS as similar to teach photosynthesis concepts. Mr. Vyn lectured NOS prior to experiment, role play and science project based on the unit. Mrs. Amp informally used reading homework and science project to illuminate the students’ understanding without discussion. The findings indicated that a majority of their students did not understand some aspects of NOS. Mr. Vyn’s students unclearly understood that scientific ideas were subjected to change. Mrs. Amp’s students did not understand that science demanded evidence and scientific ideas were subjected to change. This study also found that their students who did not 213
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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
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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
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 and 214: percentages misunderstood that the
Page 215 and 216: Table 5.14 Advanced Photosynthesis
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: Cross Case Studies: Implementation
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
Page 265 and 266: Patton, M. 1990. Qualitative Evalua
Page 267 and 268: Smith, M. and L. Scharmann. 1999. D
Page 269 and 270: Von Glasersfeld, E. 1995. Radical C
Page 271 and 272: APPENDIX A: INTRODUCTORY PHOTOSYNTH
Page 273 and 274: 1. Tick any of these items which ca
Page 275 and 276: 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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