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Knowledge is actively constructed by the learner his/herself (Tobin, 1990; von Glasersfeld, 1995). It can not be transferred from the environment of one person into that of the learner, but needs the process of individual transformation. The person has to have some ideas so as to be able to interact with others. Because of the previous experiences and interpretations, such remembering and retrieving experiences and the ability to make judgement can bring about either desired or undesired results. Also, the scheme or the pattern of actions could be changed after dealing with the different experiential situation. So if too many unfitted situations were disregarded by the learner, the shifting based on the equilibrium process could not happen. Therefore, the knowledge is not passively constructed. Assimilation and accommodation need active organization and adaptation. Von Glaserfeld’s constructivist view seems to be a variation of Piaget’s view but without empirical evidence (Good, Wandersee and Julien, 1993; Geeland, 1997, Matthews, 1997). The alternative views of personal constructivism brought the personal constructivist views of learning to point out teaching strategies and conceptual change focused on the cognitive individual. Students learn only when they are dissatisfied with their existing ideas and recognise the need to have new or better ideas (Posner et al., 1982; Hodson and Hodson, 1998). The limitations of the personal constructivism were argued by Matthews (1997: 9). At the heart of his criticism is a concern for scientific understanding. Scientific knowledge is more than personal belief. Constructivist knowledge formulation can not represent the realistic knowledge formulation. Knowledge construction is not only making sense of the world, but also finding out about the world. Science teachers need to introduce what and how scientists have developed and accumulated knowledge e.g. the concepts, ideas, understandings and theories (Hodson and Hodson, 1998: 34). Learning science, thus, involves the culture of science which needs both individual and social processes (Driver et al., 1994). 36
4. Social Constructivism The Russian developmental psychologist, Lev Semenovich Vygotsky, (1896 - 1934) introduced a social dimension to Piaget’s learning theory. He studied in the fields of law, literature, philosophy, art and psychology (Berk and Winsler, 1995). His work was rooted in his interest to understand the social context of cognitive development and focused on the role of language in the development of higher cognitive functions (Vygotsky, 1978; Howe, 1996; Hodson and Hodson, 1998). Social constructivism refers to the learning connection with social context that is recognized as an alternative learning view of American and some European psychologists (Hodson and Hodson, 1998; John-Steiner and Mahn, 1996). Using the social view of Vygotsky, action is not the initial step to develop cognitive structure, which is different from Piaget’s view who argued that it was. Vygotsky believed that language created and organized through speech was an initially important key for problem-solving in the social environment. “The process being transformed continues to exist and to change as an external form of activity for a long time before definitively turning inward” Vygotsky (1978: 57). He argued that during early childhood a child used speech to verbally describe what he or she is dealing with in a situation. The problem-solving is planned to guide their own action. When the child grows older and more experienced, the action is externally performed, while the speech is organized and developed in his or her mind. The results of the language transformation process brings about cognitive development on the social level and then on the individual level (Vygotsky, 1978; Cobb and Yackel, 1996; Hodson and Hodson, 1998). While Piaget believed that the learning could not be developed until a child had appropriate cognitive structure enabling them to function in a particular period, Vygotsky argued that the cognitive development could occur at almost any stage of development with the socially-interacting help of parents, family members, peers, knowledgeable adults and teachers, through social interaction (Hodson and Hodson, 1998; Berk and Winsler, 1995). Children cannot do tasks individually, but they can 37
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 and 46: partly because of the biology educa
Page 47 and 48: (Matthews, 1997: 6). Philosophicall
Page 49: understanding capability of environ
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
Page 97 and 98: 1. accessibility - is enabling the
Page 99 and 100: 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
Page 281 and 282:
12. Here is a statement about plant
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