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ThaiWorldView (Online). Thai School. Available: http://www.thaiworldview.com/society/day5.htm, 31 May 2004. Tobin, K. 1990. Social constructivist perspectives on the reform of science education. The Australian Science Teachers Journal 36 (4): 29-35. Trakoontivakorn, G. et al. 2005. Potential of natural antioxidant from Thai indigenous vegetables on health and rancidity aspects. In Kasetsart Research (Online). Available: http://www.ku.ac.th.kaset60.Theme04/theme-04-30/index-04-30.html, December 30, 2005 Treagust, D. 1988. Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education 10 (2): 159-169. _____. 1991. Assessment of students’ understanding of science concepts using diagnostic instruments. The Australian Science Teachers Journal 37 (4): 40-43. Tribe, M. and P. Whittaker. 1982. An Evaluation of historical events. Studies in Biology No. 31: Chloroplasts and Mitochondria. (2nd ed.). London: Edward Arnold Limited. Triolo, R. and R. Lewis. 1998. A Thai Journey. Australia: Curriculum Corporation. Vermaas, W. 1998. An introduction to photosynthesis and its applications. The World and I (March 1998): 158-165. (Online). Available: http://photoscience.la.asu.edu/photosyn/education/photointro.html, December 19, 2003. 254
Von Glasersfeld, E. 1995. Radical Constructivism: A Way of Knowing and Learning. London: The Falmer Press. Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. n.p. Harvard University Press. Walker, D. 2002. ‘And Whose Bright Presence’ –An Appreciation of Robert Hill and his reaction. Photosynthesis Research (73): 51. Wandersee, J. 1983. Students’ misconceptions about photosynthesis: a cross- age study. In H. Helm and J. Novak (Chairman), Proceedings of the International Seminar on Misconceptions in Science and Mathematics. Cornell University, pp. 441-466. _____. 1985. Can the history of science help science educators anticipate students’ misconceptions? Journal of Research in Science Teaching 23 (7): 581-597. Waheed, T. 1992. Understanding interrelated topics: photosynthesis at age 14. Journal of Biological Education 26 (3): 215-213. Wertsch, V. and B. Kanner. 1992. A Sociocultural approach to intellectual development. In Sternberg, R. and C. Berg. (Eds.). Intellectual Development. Cambridge: Cambridge University Press, chapter 12. Yager, R. 1993. Science education in the pacific region. Studies in Science Education 22: 43-65. 255
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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
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The misconceptions about plant and
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Table 5.13 Correcting the Introduct
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percentages misunderstood that the
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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 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: Smith, M. and L. Scharmann. 1999. D
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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