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Fry, G. 2000. The Evolution of Educational Reform in Thailand. Paper presented at the Second International Forum, ONEC, Bangkok, September 2-5, 2002. Fullick, A. 2000. Heinemann Advanced Science: Biology. (2nd ed.). Oxford: Heinemann. Garnett, P. and D. Treagust. 1992. Conceptual difficulties experienced by senior high school students of electrochemistry: electric circuits and oxidation-reduction equations. Journal of Research in Science Teaching 29 (2): 121-142. Geelan, D. 1997. Epistemological anarchy and the many forms of constructivism. Science and Education 6: 15-28. Germann, P. 1989. Directed-inquiry approach to learning science process skills: treatment effects and aptitude-treatment interactions. Journal of Research in Science Teaching 26 (3): 237-250. Gust, H. 2002. History of the word photosynthesis and evolution of its definition. Photosynthesis Research 73: 7-10. Gil-Perez, D. et al. 2002. Defending constructivism in science education. Science and Education 11: 557-571. Good, R., J. Wandersee, and J. Julien. 1993. Cautionary notes on the appeal of 242 the new ‘Ism’ (Constructivism) in science education. In Tobin, K. (Ed.). The Practice of Constructivism in Science Education. AAAS PRESS, pp.71-87. Govindjee, J. and H. Gest. 2002. Celebrating the millennium – historical highlights of photosynthesis research. Photosynthesis Research 73: 1-6.
Govindjee, J., T. Beatty, and H. Gest. 2003. Celebrating the millennium – historical highlights of photosynthesis research, Part 2. Photosynthesis Research 76: 1-11. 243 Griffard, P. and J. Wandersee. 2001. The two-tier instrument on photosynthesis: What does it diagnose? International Journal of Science Education 23 (10): 1039-1052. Guba, E. and Y. Lincoln. 1998. Competing paradigms in qualitative research. In, Denzin, N. and Y. Lincoln. (Eds.). The Landscape of Qualitative Research: Theories and Issues. California: SAGE, chapter 6, pp. 195- 220. . Gunstone, R. 1990. ‘Children’s Science’: a decade of developments in constructivist views of science teaching and learning. The Australian Science Teachers Journal 36 (4): 9-19. Gust, D. 1996. Why study photosynthesis? (Online). Available: http://photoscience.la.asu.edu/photosyn/study.html, 21 Dec 03 Haldimann, P. 1999. How do changes in temperature during growth affect leaf pigment composition and photosynthesis in Zea mays genotypes differing in sensitivity to low temperature? Journal of Experimental Botany 50 (333): 543-550. Haslam, F. and D. Treagust. 1987. Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two- tier multiple choice instrument. Journal of Biological Education 21 (3): 203-211.
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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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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 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: Duit, R. and D. Treagust. 2003. Lea
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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