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9. Tick any items (s) which can affect the rate of photosynthesis and explain your reasons. 9.1) humidity yes, it can no, it cannot The reason is ……………………………………………………………………………… …………………………………………………………………………………………….. 9.2) light intensity yes, it can no, it cannot The reason is ……………………………………………………………………………… …………………………………………………………………………………………….. 9.3) carbon dioxide concentration yes, it can no, it cannot The reason is ……………………………………………………………………………… …………………………………………………………………………………………….. 9.4) numbers of leaves yes, it can no, it cannot The reason is ……………………………………………………………………………… …………………………………………………………………………………………….. 10. Ferns and brown algae have combinations of pigment as follows: Ferns – A, B, and C Brown algae – A, C and D Is the fern’s absorbing ability similar to the algae’s? Please explain your ideas……………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 11. Do all plants have the same mechanism for fixing CO2? Please explain your ideas……………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 266
12. Here is a statement about plants written by an earlier scientist, Leonardo da Vinci, about 1490. “The leaf serves as a mother to every branch and fruit by bringing them the water of the rains and the moisture of the dew that falls there at night from above, and it often takes from them the excessive heat from the sun’s rays.” Do you think this statement reflects scientists’ thinking today? Please tick either the ‘Yes’ box or the ‘No’ box and explain your ideas Yes, scientists today basically still agree with this idea because ……………………….. …………………………….……….…………………………….…………………………… …………………………………………………..………………………………………….… No, scientists today basically still reject this idea because ……………………………… …………………………….……….…………………………….…………………………… …………………………………………………..………………………………………….… 13. How can photosynthesis knowledge have established and developed? …………………….…………………………….……………………………….……….…… …………………………………………………..………………………………………….… …………………………………………….…….………………………………………….… 14. The temperature increase around Bangkok and suburban areas is becoming an environmental issue. Air conditioners are used to decrease the temperature inside any building (e.g. office, house and school) but people are sometimes unaware of the consequences. For example, CFC’s circulating in some air conditioners can be accidentally released creations a hole in the ozone layer. Subsequently, UV rays can get through the hole and cause skin cancer. According to photosynthesis concepts, what would you do to lower the increasing air temperature? Please explain your ideas. …………………….…………………………….……………………………….……….…… …………………………………………………..………………………………………….… …………………………………………….…….………………………………………….… …………………….…………………………….……………………………….……….…… …………………………………………………..………………………………………….… …………………………………………….…….………………………………………….… --☺☺☺-- 267
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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
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One conception about science demand
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Table 5.15 The Nature of Science of
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Not only relating photosynthesis kn
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the book and summarized the concept
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Cross Case Studies: Implementation
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In case of the teachers e.g. Mrs. A
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Page 231 and 232: CHAPTER VI SUMMARY, DISCUSSION AND
Page 233 and 234: 5. The students’ understanding of
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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 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: 5. Tick any item (s) which you thin
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