an innovative approach

environment using accepted photosynthesis concepts for environmental conservation.
However, their abilities to correct misconceptions and to use the accepted concepts
appeared to depend on the teaching as discussed in previous sections. Students who
could not correct their misconception rarely improved their understanding and could
not relate their knowledge to the environment.
Understanding the nature of science was illuminated after teaching (discussed
in previous sections). More students completely understood that science is a complex
social activity than that science demands evidence and that scientific ideas are
subjected to change.
It has now been shown that, when teaching and learning about photosynthesis
in Thailand, it is necessary to take into account the students’ prior knowledge and the
interactions between students and teachers. The students should be encouraged to
learn by themselves. These considerations support the social constructivist belief of
learning discussed in the literature (Chapter II). Also, the teacher needs to take into
consideration the Thai social context. This research offers the following
recommendations.
Recommendation
This research suggests that the development of the students’ understanding
about photosynthesis should be done in parallel with the teachers’ development.
Perhaps some Thai teachers have not been convinced to abandon old teaching
tradition and to adapt a new one based on the National Education Act (ONEC, 2000a)
and the National Science Curriculum (IPST, 2002). The three case studies indicated
that even though the teachers were provided with teaching materials they did not
appear to be convinced. The teachers’ learning belief, science content knowledge,
understanding of nature of science, perception on the roles of teaching possibly
influenced their teaching practices.
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