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evidence. The students thought that scientific inquiry was a process of making observations. The explanation was connection between a cause and an outcome of an observation or an event. The students also thought that science work was an individual study – no process of checking or challenging within the scientific community. Some scientific conflicts came from their lack of sufficient data or personal bias. Scientists’ society had a reduced influence on decisions about developing science. From the studies of Moss, Abrams and Robb (2001) and Bell et al. (2003), also it was found that American students did not understand the key aspects of the nature of science. In a semi rural public school located in the northeast, Moss et al. used semi-structured interviews to investigate the understanding of five Grade 11 and 12 students. The findings indicated that the students fully understood the nature of scientific knowledge, but rarely understood the nature of scientific enterprise. Bell et al. used semi-structured interviews and a questionnaire to examine the understanding and scientific inquiry of ten Grade 10 and Grade 11 students in a science and engineering apprenticeship program at Northwest University. The results illustrated that the students understood the key aspects in different was from the current science curriculum reform. These two studies also noted a problem of retaining the misunderstanding even after the course was over. In this case Bell et al. noted that students may have some belief and epistemology interrupting their understanding. Moss et al. thought that it might come from the lack of study of the nature of science. In addition, Smith and Anderson’s (1984) study, argued that teachers’ beliefs about the nature of science was an important factor influencing students’ understanding of scientific knowledge, especially concerning photosynthesis. Therefore, overcoming misconception about the nature of science should be considered as a main aim of teaching science (Moss, Abrams and Robb, 2001; Bell et al., 2003). 54
4. Summary: Integrating the Nature of Science for Teaching Understanding the nature of science is important to developing science teaching. Teaching of concepts in science without addressing how science works and how science knowledge has been created and maintained could not actually lead students to understand science in its entirety. Students should be encouraged to understand the nature of science and recognize that science is a problematic issue which changes over time, that science is constructed through controlled experimental inquiry process, and that science is developed within social expectations, evaluations and constraints. In the case of this research study, the idea of science as a social enterprise was emphasized to support student learning about photosynthesis. It was hoped that the student would then comprehend the connection between scientific knowledge and the scientific method in the classroom and science concepts in society. Also they would understand that science actually has a social mechanism and needs approval by scientists in many fields around the world. With this understanding, the students might come to appreciate and be aware of scientific study and would more like fully understanding scientific concepts. 1. Overview: Emerging Pedagogies Teaching for Photosynthesis Understanding The misconceptions about photosynthesis have long been interesting as a factor influencing student learning in biology classrooms, so the development of teaching pedagogies which promote clearer understandings of the concepts has become an important goal of biology teaching (Amir and Tamir, 1984, 1994; Barker and Carr, 1989a, 1989b, 1989c; Anderson, Sheldon and Dubay, 1990; Eisen and Stavy, 1993; Hazel and Prosser, 1994; Lumpe and Staver, 1995 Lavoie, 1997; Brown, 2003; Ekborg, 2003). Three of the teaching strategies which have been developed are concept mapping, narrative technique and historical ideas, and integrating the nature of science. Firstly, concept mapping (Novak and Gowin, 1984; Hazel and Prosser, 1994; Lavoie, 1997; Kinchin, 2000b; Mintzes, Wandersee and Novak, 2001; Brown, 55
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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
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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 and 66: Third, the nature of science is the
Page 67: democratic view, that the understan
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
Page 117 and 118: 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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