an innovative approach

understand the NOS tended to did not understand the photosynthesis. For example,
S09, Mrs. Amp’s student, who was unaware of scientists’ inquiry methods and
cooperation (Table 5.15), could not develop the understanding about advanced
photosynthesis (Table 5.14). He also held new misconceptions about introductory
photosynthesis (Table 5.13).
The teacher perceptions of role of teaching possibly affected enabling students
to relate/apply photosynthesis knowledge to conserve the environment. The teachers,
who perceive the teaching role in terms of facilitating each student to learn and
formatively assessed student learning development, appeared to use hands-on
activities and minds-on activities based on the students’ interest. The teachers also
consistently kept an eye on the students’ development. For example, Mrs. Engka
initiated science project of environmental conservation using discussion on students’
personal stories of environment. The students’ prior conceptions were probed prior to
operating the project. Also, the operation had been monitored until the students
completed the report on the project. Her students were found to use the accepted
concepts and to be convinced of relating photosynthesis knowledge for environment.
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On the other hand, the teachers who perceive facilitating and formatively
assessing students’ learning as extra work of teaching rarely appeared to use minds-on
activities with hands-on activities. For example, Mr. Vyn and Mrs. Amp originally
offered the science project without discussion, for the students. The students
appeared to be unconvinced and to use unaccepted photosynthesis concepts to operate
the project. For example, S09 and S12 in Mrs. Amp’s classroom noted that they were
not convinced to operate the project assigned by the teacher. In case of S12, she did
not know that she was using unaccepted photosynthesis concepts to operate the
project (see section 5.4.2 in the case study of the Babysat school).
This study also found that the teachers, who were interested in developing
teacher-student interactions, appeared to regard to students’ learning culture and
society in the classroom. The teacher also encouraged students to participate in
learning activities. For example, Mrs. Engka’s teaching was explicit to investigate the