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6. Summary: Learning about Photosynthesis in Context Students’ misconceptions still persist in many research studies about student learning in photosynthesis. There are some influences on the origin of the misconceptions. First, everyday language is frequently used to describe and explain phenomena in the context of biology. This may bring conflicting meaning for students to understand biological terminology. For example, plant food is viewed as a physical thing which should be seen and touched. Second, some prior misunderstandings about photosynthesis bring students to also misunderstand the new concepts. Third, students themselves do not integrate study information about photosynthesis. One example is their lack of linking between the concepts of food and the role of energy in photosynthesis as well as the basic chemical concepts. Another is the lack of linking between the inside and outside classroom information. Fourth, students have misunderstanding about photosynthesis because they have been taught by the teachers who hold the misconceptions and are not aware of their own conceptual development. Fifth, not regarding the relationships between photosynthesis and environmental education is an additional reason for the persistence of the misconception. Therefore, development of a new teaching intervention is needed to overcome student learning difficulties about photosynthesis. There are, of course, various theoretical learning perspectives which this research would need to take into account in the basic principle of a new teaching intervention. The broad cluster of constructivist theories which have given rise recently to socio-cultural approaches is paramount among these perspectives. Constructivist Theories as a Teaching and Learning Perspective 1. Overview: Development of Constructivist Perspectives Constructivism is a major influence in contemporary science education. Psychologically, the original core of constructivism involves how beliefs are developed, not what makes beliefs true or what counts as scientific knowledge 32
(Matthews, 1997: 6). Philosophically, constructivism is recognized as views of learning. It assumes that knowledge is a construction of reality which can not exist outside the bodies of cognitive being and is known and understood by an individual (Tobin, 1990: 30). Developments of the constructivist perspective, thus, depend on various understandings of learner’s beliefs and the personal and social construction of their reality (Osborne, 1996: 54). The constructivism development towards a view of learning has informed the practice of formal science teaching since the late 1970s. As a basic principle of that development, Piaget’s theory, known as cognitive development, was concentrated on and interpreted. The theory involved cognitive development in children and how children acquired knowledge (Bybee and Sund, 1982; Cobern, 1993; von Glasersfeld, 1995; Hodson and Hodson, 1998; Duit and Treagust, 2003). The original views of Piget were that individuals constructed their own reality i.e. personal constructivism. However some limitation to this view led to a consideration of a more social view of constructivism (Vygotsky, 1978). From this Vygotskian view, social dimensions of learning science have appeared in science education. Students are individually encouraged to study scientific knowledge within the context of their scientific culture (Hodson and Hodson, 1998). 2. Cognitive Development The cognitive developmental theory was established by the Swiss developmental psychologist, Jean Piaget (1896-1980), in the mid 1990s (Bybee and Sund, 1982; von Glasersfeld, 1995). While Piaget was an undergraduate studying biology, he was also interested in the study of philosophy. He tried to explain the logic of this action through An Outline of Neo-Pragmatism. The two fields of study brought him three ideas about gaining knowledge: assimilation, accommodation and equilibration. Using his observations of children Piaget developed his theory of cognitive development with two central keys of how children acquire knowledge. The first is 33
Page 2: THESIS CASE STUDIES OF TEACHING AND
Page 5 and 6: TABLE OF CONTENTS Page LIST OF TABL
Page 7 and 8: TABLE OF CONTENTS (CONTINUED) iii P
Page 9 and 10: TABLE OF CONTENTS (CONTINUED) v Pag
Page 11 and 12: LIST OF TABLES Table Page 2.1 Struc
Page 13 and 14: LIST OF TABLES (CONTINUED) Table Pa
Page 15 and 16: CHAPTER I INTRODUCTION This chapter
Page 17 and 18: led to improvement in the promotion
Page 19 and 20: water worked as food transported wi
Page 21 and 22: suggested peer collaboration for hi
Page 23 and 24: chloroplasts and pigments, the ligh
Page 25 and 26: would like to develop a new teachin
Page 27 and 28: concepts, such as absorption of lig
Page 29 and 30: conceptions, the scope of biology e
Page 31 and 32: 3, and 8. In Grades 11-12, the scie
Page 33 and 34: Table 2.3 Basic Science Content Sta
Page 35 and 36: Table 2.3 (Cont’d) Contents Conte
Page 37 and 38: light energy and chlorophyll 2 H O
Page 39 and 40: 2. Photosynthesis Itself Plants, al
Page 41 and 42: of chlorophyll. The students believ
Page 43 and 44: Up to this point, those previous st
Page 45: partly because of the biology educa
Page 49 and 50: understanding capability of environ
Page 51 and 52: 4. Social Constructivism The Russia
Page 53 and 54: 5. Constructivist-Based Teaching ab
Page 55 and 56: peers, while the control group work
Page 57 and 58: generation to the next” (Cobb and
Page 59 and 60: 2.1) Thai Living Styles Thailand is
Page 61 and 62: focuses prepare them to take the Na
Page 63 and 64: culture. First, Thai existing views
Page 65 and 66: Third, the nature of science is the
Page 67 and 68: democratic view, that the understan
Page 69 and 70: 4. Summary: Integrating the Nature
Page 71 and 72: elationship between one concept and
Page 73 and 74: Brown (2003) used a combination of
Page 75 and 76: Focusing on thinking and encouragin
Page 77 and 78: Which aspect of the nature of scien
Page 79 and 80: teaching photosynthesis needs impro
Page 81 and 82: − encouraging students to partici
Page 83 and 84: The attempt to understand and inter
Page 85 and 86: Figure 3.1 Research Design of the T
Page 87 and 88: was considered to differentiate the
Page 89 and 90: 2.1) Teacher Preparation for Implem
Page 91 and 92: 3. Evaluating Impacts of Photosynth
Page 93 and 94: Figure 3.2 Survey Developmental Pro
Page 95 and 96: 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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students’ own views about plants
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CHAPTER VI SUMMARY, DISCUSSION AND
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5. The students’ understanding of
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learning participation rarely appea
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the students to understand the rela
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the science project for environment
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ecause old knowledge was reinterpre
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Table 6.2 Learning Activities Sugge
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understandings about the light inde
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Therefore, this research suggested
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Amir, R. and P. Tamir. 1995. Propos
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Bell, B. 1998. Teacher development
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Campbell, N. and J. Reece. 2002. Bi
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Duit, R. and D. Treagust. 2003. Lea
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Govindjee, J., T. Beatty, and H. Ge
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Institute for the Promotion of Teac
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Lin, H. and C. Chen. 2002. Promotin
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Merriam, S. 1988. Case Study Resear
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Patton, M. 1990. Qualitative Evalua
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Smith, M. and L. Scharmann. 1999. D
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Von Glasersfeld, E. 1995. Radical C
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APPENDIX A: INTRODUCTORY PHOTOSYNTH
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1. Tick any of these items which ca
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6.5) Plants need carbohydrate for t
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APPENDIX B: ADVANCED PHOTOSYNTHESIS
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5. Tick any item (s) which you thin
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12. Here is a statement about plant
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