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from process of inquiry such observation, planning and investigation which needs social acceptance. 2. The Value of the Nature of Science for Teaching and Learning Photosynthesis Apparently science teachers often undervalue the nature of science. They focus on teaching scientific concepts rather than helping the students understand how science works and how science knowledge is created. Teaching without regarding the nature of science was shown to result in students holding significant misconceptions about photosynthesis (Smith and Anderson, 1984; Driver et al., 1996). Smith and Anderson (1984) studied the use of a life science unit of the Rand McNally SCIIS program to teach Grade 5 students about plant growth and photosynthesis. A female teacher was studied through the teaching-planning process using observation and video recording, as well as formal and informal interviews before and after her teaching in the classroom. Although student misconceptions about plant and photosynthesis were found during the unit, the teacher had attempted to solve this problem by herself. For example, she grew seeds in the germination systems without soil as evidence that plants do not need soil or fertilizer to grow. At the end of the unit, 80% of the students were aware that plants made food, while 20% of the students actually changed their conception about plants from ‘plants take food’ to ‘plants make food’ (Smith and Anderson, 1984: 695). These researchers thus indicated that the teacher’s belief about what is scientific knowledge and how students learn could significantly develop student learning about photosynthesis. Including the nature of science as a goal of science teaching was suggested through the works of Driver et al. (1996), McComas, Clough and Almazroa (1998), and Robinson (1998a, 1998b). There are reasons which Driver et al. (1996: 16-23) gave for this suggestion. First, from a utilitarian view, students have to understand the nature of science because it could enable them to know the limitation of scientific knowledge and theories. This is needed to confidently make sense of the science and manage the technological objects and processes in everyday experiences. Second, a 52
democratic view, that the understanding is also needed for participation in the decision-making process of socio-scientific issues. The third and fourth rationales are concerned with cultural and moral views. The nature of science brings them an appreciation of science as a major achievement of culture, and to be aware of science particularly in norms of the scientific community respectively. The final rationale, a science learning view, is that the nature of science can support students’ learning of scientific content. An additional suggestion of McComas, Clough and Almazroa (1998: 11-14) is that by teaching with a firm understanding of the nature of science, in particular, the process of historical scientific conceptual development might be a possible solution for the problem of resistance to conceptual changes in learning. Matthews (1997, 1998) argued that including the nature of science in science teaching should also recognize epistemological educational issues, e.g. the creation versus science debates, multicultural science, feminist critiques of contemporary science and feminist proposals for the reform of science programmes. 3. Students’ Understanding of the Nature of Science In 1991 – 1993, Driver et al. (1996) aimed to investigate students’ ideas about the nature of science based on the Science National Curriculum for England and Wales, through an eleven-series research project, titled The Development of Pupils’ Understanding of the Nature of Science. Here a cross-age study was designed using 9, 12 and 16 year-old student samples. The nature of science was characterized in three features: the purposes of scientific work, the nature of status of scientific knowledge, and science as a social enterprise. Stimulus materials and tasks related to the features were given and semi-structured interviews were used with pairs of the students to probe their ideas. In the case of the purpose of scientific work, the findings of Driver et al. showed that science was understood as providing solutions to technical problems rather than providing powerful explanation. Science was a physical and a biological phenomenon, not a social phenomenon. Younger students thought science in school was different from science in everyday life. The nature and status of scientific knowledge was viewed as complex that combines scientific inquiry, the status of theories and explanation, and coordination of explanation and 53
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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
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 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: Third, the nature of science is the
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
Page 111 and 112: structures and functions of chlorop
Page 113 and 114: Therefore, this study focused on us
Page 115 and 116: 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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