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correct any misconceptions before teaching photosynthesis. Those concepts are listed in Table 6.1. Table 6.1 Introductory Concepts in Relation to the Understanding of Advanced Photosynthesis Introductory Photosynthesis Concepts Advanced Photosynthesis Concepts • Roles of Chlorophyll • Structures and Functions of Chloroplast • Plants and Light Energy • Plant Materials • Chemical structure of H2O and O2 • Valence electron • Oxidation-Reduction • Plant Food • Plant Materials • Chemical structure of monosaccharide • Plant Materials • Simple Photosynthesis Processes • Light Dependent (Light) Phase • Light Independent (Dark) Phase • Necessary Factors Affecting Photosynthesis Rate The findings also indicated that the process of understanding photosynthesis should be enhanced along with its relation with the environment. This research now discusses the importance of teaching photosynthesis in the context of its relationship with the environment. 2. Teaching Photosynthesis and Its Relation to the Environment This research supported the studies of Carlsson (2002); IPST (2002); Ekborg, (2003) that when teaching photosynthesis and its relationship with the environment, one should focus on using or applying the knowledge of photosynthesis to conserve the environment in the students’ communities. The case study of the Border School illustrated that teaching by encouraging students’ discussions about personal stories regarding the environment appeared to lead the students to assess themselves and to be aware of their own ideas about photosynthesis. Then, the students could initiate 224
the science project for environmental conservation by themselves. The projects include collection and experiment, survey and report, poster/display, model and demonstration of the research project. For example, S04 and her group consistently used the accepted scientific ideas of photosynthesis to conduct the science project involved decreasing water pollution in the local canal (see 5.4.2 in the case study of the Border School). The findings also supported the report of Manzanal et al. (1999). They showed that as a result of studying the environmental issue, the science concepts involved were clarified more easily and gave the students’ more positive attitudes towards using science from the classroom in their everyday life. In the case study conducted at the Market School, photosynthesis had been taught in relation with respiration. The researcher argues that teaching photosynthesis at high school level in Thailand should not be related to respiration. The concepts of respiration in Thai curriculum focus on animal respiration (Ministry of Education, 1991a, 1991b; IPST, 2002). Respiration is broadly presented in terms of inverse photosynthesis. Plant photosynthesis uses CO2 and releases O2, and animal respiration uses O2 and releases CO2. Kijkuakul and Yutakom (2004) indicated that Thai students misunderstood and thought that plants breathed like people and other animals. Misconceptions of respiration probably bring them to misunderstand photosynthesis: light and dark phases. The students at the Market School appeared to be confused about photosynthesis with misconceptions about respiration. They did not understand that the dark phase was a part of plant photosynthesis process. They thought that it was plant respiration during night time. Eisen and Stavy (1993); Canal (1999) supported the above argument. Canal (1999: 364) noted the teaching photosynthesis as inverse respiration confuses the understanding of photosynthesis. The relationship between photosynthesis and respiration “…is not an idea that all pupils necessarily have to construct when trying to understand plant processes.”, e.g. photosynthesis. Eisen and Stavy (1993) also indicated that if teachers are unaware of student difficulties in understanding respiration, the students would probably be confused between respiration and photosynthesis. 225
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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
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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
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 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: the students to understand the rela
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
Page 277 and 278: APPENDIX B: ADVANCED PHOTOSYNTHESIS
Page 279 and 280: 5. Tick any item (s) which you thin
Page 281 and 282: 12. Here is a statement about plant
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