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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
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discussion. “The teacher always d
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photosynthesis e.g. dark phase. Als
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2. Background Information about Mrs
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- Page 271 and 272: APPENDIX A: INTRODUCTORY PHOTOSYNTH
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