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REFERENCE Abd-El-Khalick, F. and N. Lederman. 2000. The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching 37 (10): 1057-1095. Aikenhead, G. and G. Ryan. 1992. The development of a new instrument ‘Views on Science-Technology-Society’ (VOSTS). Science Education 76: 477-491. Alfred, M. 2002. The promise of sociocultural theory in democratizing adult education. New Directions for Adult and Continuing Education 96: 3-13. Allchin, D., E. Anthony, J. Bristol, A. Dean, D. Hall, and C. Lieb. 1999. History of science – With Labs. Science and Education 8: 619-632. American Association for the Advancement of Science (AAAS). 1989. Science for all Americans. In Project 2061 (Online). Available: http://www.project2061.org, October 1, 2001. Amir, R. and P. Tamir. 1989. When does a factor become a ‘Limiting Factor’? –a study of students’ misconceptions. Journal of Biological Education 23 (2): 129-134. _____. 1994. In-depth analysis of misconceptions as a basis for developing research-based remedial instruction: The case of photosynthesis. The American Biology Teacher 56 (2), p: 94. Retrieved August 7, 2003, from ProQuest database.
Amir, R. and P. Tamir. 1995. Proposition generating task (PGT): a measure of meaningful learning and of conceptual change. Journal of Biological 235 Education 29 (2): 111-118. Retrieved August 7, 2003, from EBSCOhost database. Anderson, J. 2002. Changing concepts about the distribution of photosynstems I and II between grana-appressed and stroma-exposed thylakoid membranes. Photosynthesis Research 73: 157-164. Anderson, C., T. Sheldon, and J. Dubay. 1990. The effects of instruction on college nonmajors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching 27 (8): 761-776. Ann, F. 2000. Biology (2nd Ed.). Oxford: Heinemann Educational Publishers. Appleton, K. 1997. Analysis and description of students’ learning during science classes using a constructivist-based model. Journal of Research in Science Teaching 34 (3): 303-318. Asia Times Online. 2001. Thailand’s government policy (March 21, 2001). (Online) Available: http://www.atimes.com/se-asia/cc21Ae04.html, 8 Jan 04. Bahar, M., H. Johnstone, and Hansell, H. 1999. Revisiting learning difficulties in biology. Journal of Biological Education 33 (2): 84-86. Bangkok Post. 2001a. Western forest wins pledge of protection: lushest green area in Southeast Asia (May 3, 2001). (Online). Available: www.bangkokpost.com, 19 Dec 2003. Bangkok Post. 2001b. City’s green area to get a big boost (January 13, 2001). (Online). Available: www.bangkokpost.com, 19 Dec. 2003.
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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
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undle-sheath cells. Both cells cont
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Table 5.9 Advanced Photosynthesis C
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However, there was no discussion ab
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change in term of application of ol
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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 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: Therefore, this research suggested
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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