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Julian (pseud.). (2000). The value of trees. WETlands (Dec 2000): 7 (3). 246 (Online). Available: http://www.sbwr.org.sg.wetlands.text/00-7-3-9.htm, 20 Dec 03 Kijkuakul, S. 2002. Classroom Observations: Grade11 Photosynthesis Teaching. Aug 10, 2002. Bangkok. Kijkuakul, S. and N. Yutakom. 2004. A study of level 4 students’ photosynthesis conceptions. Kasetsart Journal (Social Science): 25 (2): 139-149. Kinchin, I. 2000a. Concept-Mapping activities to help students understand photosynthesis – and teachers understand students. School Science Review 82 (299): 11-14. _____. 2000b. Concept mapping in biology. Journal of Biological Education 34 (2): 61-68. Kuhn, G. and B. Hand. 1995. Using writing and talking to assess student understandings in junior secondary science geology topics. In Hand, B. and V. Prain. (Eds.). Teaching and Learning in Science: The Constructivist Classroom. Sydney: Harcourt Brace. LaBoskey, V. 2002. Stories as a way of learning both practical and reflective orientations. In, Lyons, N. and V. LaBoskey. (Eds.). Narrative Inquiry in Practice: Advancing the Knowledge of Teaching. New York: Teaching College Press. Lavoie, D. 1997. Using a Modified Concept Mapping Strategy to Identify Students’ Alternative Scientific Understandings of Biology. Paper presented at the 1997 Annual Meeting of the National Association for Research in Science Teaching, Chicago, Illinois, March 21-24, 1997.
Lin, H. and C. Chen. 2002. Promoting preservice chemistry teachers’ understanding about the nature of science through history. Journal of Research in Science Teaching 39 (9): 773-792. Lincoln, Y. and Guba, E. 1985. Naturalistic Inquiry. California: Sage Publications. Linn, M. and N. Burbules, N. 1993. Construction of knowledge and group learning. In Tobin, K. (Ed.). The Practice of Constructivism in Science Education. Washington, D.C.: American Association for the Advancement of Science Press, chapter 6. Lumpe, A. and J. Staver. 1995. Peer collaboration and concept development: learning about photosynthesis. Journal of Research in Science Teaching 32 (1): 77-98. Manuel, D. 1986. History and philosophy of science with special reference to biology: What can it offer teachers? Journal of Biological Education 23 (3): 195-200. Marshall, H. 1996. Implications of differentiating and understanding constructivist approaches. Educational Psychologist 31 (3/4): 235-240. Marx, R., J. Freeman, J. Krajcik, and P. Blumenfeld. 1998. Professional development of science teachers. In Fraser, B and K. Tobin, K. (Eds.). International Handbook of Science Education. UK: Kluwer Academic Publishers, pp. 667-680. Matthews, M. 1993. Constructivism and science education: Some epistemological issues. Journal of Science Education and Technology 2: 359-370. 247
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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
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laboratory activities and concept m
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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 and 256: Duit, R. and D. Treagust. 2003. Lea
Page 257 and 258: Govindjee, J., T. Beatty, and H. Ge
Page 259: Institute for the Promotion of Teac
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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