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ecognised before being challenged with new advanced concepts concerning photosynthesis. The teacher would then be able to help the students to regenerate their own ideas and then link them to the new concepts. 2.3) Natural Resources and Environmental Policy of Thailand Failures in the use of natural resources by industrial development and making urban communities, have forced the Thai government to establish a policy of restoring the natural resources and developing the environment (Bangkok Post, 2001a). The policy emphasizes improving the quality of natural resources and biodiversity, to prevent degradation and depletion of natural resources, and to recycle and reuse the natural resources and bio-diversity in a manner that is beneficial to the people’s livelihood (Asia Time Online, 2001; Bangkok Post, 2001b). This national development must be well balanced and provide a basis for the sustainable economic and social development of the country. Especially in the Bangkok metropolis area, improving quality of life for the people is being emphasized by providing education and public health. The people are expected to restore and conserve the environment. Understanding plant conservation for the environment was focused on a vision of learning science (IPST, 2002), but has not been an important part of the Thai culture. Encouraging students to apply photosynthesis knowledge for their environment should be integrated into the teaching strategy. 2.4) Thai Educational Values The whole culture of learning in Thailand is evolving into a two-tier system, formal and private, with a consequent shift in what is valued. Thai students study in a formal educational system with a 6-3-3 year pattern: ages 6-11 in elementary school, ages 12-14 in junior high school and ages 15-17 in senior high school. In the elementary classes, most students enjoy studying science and mathematics. At the high school level, science-oriented students emphasize the studies of physics, chemistry, biology, mathematics, and English and Thai. These 46
focuses prepare them to take the National Entrance Examination for university level. However, they also spend 6-10 hours outside formal schooling studying in private tutorial institutions for the entrance examination and for regular schooling examinations (Buranakarn, 2003). This additional study is becoming an educational fashion of students and, even parents, who want higher marks in each examination. Unfortunately, the private tutoring which mostly emphasizes recalling technique rather than thinking process resulted in most students learning for taking examinations. Those often ask them close-ended question or multiple choice styles rather than open-ended questions asking them to analyze and critically think. The educational values of students indicate that the formal education system is being changed by the private tutorial system. Some students learn biology particularly to assist them with the National Entrance Examination without really understanding the aims of biology education (p.20). Therefore, challenging students to rethink the value of biology in terms of its knowledge and its learning process for every day living is important in this research study. 2.5) Thai School Society Every morning students and teachers begin their day by singing the national anthem, and clasping their hands and giving thanks to the country, to Buddha and to the king who upholds the Buddhist faith (Orihara, Wright and Knowlton, 1988). In school students wear school uniforms, and have a teacher advisor. They spend 20 minutes before teaching starts in meeting with their advisor. This meeting is called home room. The advisor announces school news and advises them on how to be a good student. Normally the first teaching period starts at 8.30 a.m. There are 6 one-hour teaching periods and one hour for lunch. The last teaching period finishes at 3.30 p.m. In the classroom, students are expected to show considerable respect for authority, especially teachers (Triolo and Lewis, 1998). The relationship between teachers and students is formal, and the students rarely argue decisions made by the 47
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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
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
Page 57 and 58: generation to the next” (Cobb and
Page 59: 2.1) Thai Living Styles Thailand is
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
Page 101 and 102: Table 3.4 Data Collection Program S
Page 103 and 104: students. The learning culture in t
Page 105 and 106: 1. Surveys: Content Analysis Conten
Page 107 and 108: They were confirmed by the teachers
Page 109 and 110: 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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