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TABLE OF CONTENTS (CONTINUED) CHAPTER II REVIEW OF LITERATURE 12 ii Page Widening Purposes for Biology Education Today 12 Biology Education in Thailand 15 Research into Student Learning about Photosynthesis 24 Overview: The Widening Focus of the Research 24 Photosynthesis Itself 25 Photosynthesis and Other Plant Processes 27 Photosynthesis and Environment 29 Thai Student Learning about Photosynthesis 30 Summary: Learning about Photosynthesis in Context 32 Constructivist Theories as a Teaching and Learning Perspective 32 Overview: Development of Constructivist Perspectives 32 Cognitive Development 33 Personal Constructivism 35 Social Constructivism 37 Constructivist-Based Teaching about Photosynthesis 39 Summary: Relevance of the Constructivist Theory to Teaching 41 Socio-Cultural Influences on Teaching Photosynthesis 42 Overviews: Emerging Socio-cultural Perspectives 42 Towards Socio-cultural Perspectives for Teaching Photosynthesis 44 Summary: Adapting Socio-culture Perspectives for Teaching Photosynthesis 48 The Nature of Science for Teaching 49 Aspects of the Nature of Science 50 The Value of the Nature of Science for Teaching and Learning Photosynthesis 52
TABLE OF CONTENTS (CONTINUED) iii Page Students’ Understanding of the Nature of Science 53 Summary: Integrating the Nature of Science for Teaching 55 Teaching for Photosynthesis Understanding 55 Overview: Emerging Pedagogies 55 Concept Mapping 56 Narrative Techniques and the History of Ideas 60 Integrating with the Nature of Science 62 Summary: New Strategies for Teaching Photosynthesis 64 Summary 65 CHAPTER III METHODOLOGY 68 Research Design 68 Overview of Methodology and Methods 68 Methodology and Methods in Design of the Research 70 Subjects 72 Developing Photosynthesis Teaching Intervention 73 Developing Photosynthesis Lessons 74 Implementing Photosynthesis Lessons 74 Evaluating Impacts of Photosynthesis Lessons 77 Instruments 78 Surveys 78 Interviews 82 Observations 83 Validity, Reliability and Triangulation 84 Data Collection 86 Surveys: IPS and APS 86 Interviews: Audio Tape Recording 88 Observations: Field Note and Video Recording 88
Page 2: THESIS CASE STUDIES OF TEACHING AND
Page 5: TABLE OF CONTENTS Page LIST OF TABL
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 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
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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
Page 215 and 216:
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
Page 255 and 256:
Duit, R. and D. Treagust. 2003. Lea
Page 257 and 258:
Govindjee, J., T. Beatty, and H. Ge
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Institute for the Promotion of Teac
Page 261 and 262:
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
Page 267 and 268:
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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