an innovative approach

More documents

Recommendations

Info

Scoring Model Hierarchy key concept general general general Level 1 concept concept concept Level 2 link link concept concept link link Level 3 concept concept event event less less general general concept concept example example Level 4 object object specific specific specific concept concept concept link link link link link example example Figure 2.1 An Evaluating Model of Concept Mapping Source: adapted from Novak and Gowin (1984: 37) cross-link link link link Scoring for this model: Relationships (if valid) = 14 Hierarchy (if valid) 4 x 5 = 20 Cross links (if valid and significant) 10 x 2 = 20 Examples (if valid) 4 x 1 = 4 58 points total 58
Brown (2003) used a combination of the concept mapping technique with collaborative learning while Lavoie (1997) used the technique with reflective writing to study student understandings about photosynthesis. The study of Brown used the combined strategy of concept mapping and collaborative learning in the teaching course at the Midwest suburban high school. The course concerned studying photosynthesis and cellular respiration. The students in experimental groups were organized working in small groups to create maps with collaboration within the final 15 minutes of each 50-minute biology class, while the students in a control group did not use this strategy. Achievement was assessed through Haslam and Treagust’s (1987) two-tier test. The findings indicated meaningful learning by the experimental group of students. The post-test scores in both experimental groups had increased significantly more than the control group. However, Griffard and Wandersee (2001: 1049) argued that the findings which resulted from using the two-tier test might have no validity. Students could choose correct answers because they were familiar with the words addressed in the test. In addition, Lavoie argued the techniques without student explanation could not indicate what they actually understood about photosynthesis. The study of Lavoie suggested that the concept mapping technique including students’ reflective narrative about their constructed maps would probe the understandings. The undergraduate students majoring in elementary education at the north central United States University were explored about their understandings of metabolism, respiration, photosynthesis and ecology. The results illustrated that this combined technique elicited what the students understood about the concepts. Using the concept mapping technique integrated with descriptions of what students themselves understand about concepts is a better way to probe students’ understanding. In this study, students were encouraged to produce their concept map of introductory photosynthesis which was then used for analysis of their prior knowledge. This can be used by the teacher to adapt teaching material. 59
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 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 and 68: democratic view, that the understan
Page 69 and 70: 4. Summary: Integrating the Nature
Page 71: elationship between one concept and
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
Page 119 and 120: stroma. 5.3) Lists of Concept Propo
Page 121 and 122: c) Light independent (dark) phase
Page 123 and 124:
Figure 4.1 Photosynthesis Concept M
Page 125 and 126:
Lesson 1 ‘Plant food’, aimed to
Page 127 and 128:
Lesson 5 ‘Light independent (dark
Page 129 and 130:
Table 4.1 Photosynthesis Lesson Pla
Page 131 and 132:
Table 4.1 Cont’d Lesson 3. Struct
Page 133 and 134:
Table 4.1 Cont’d Lesson 5. Light
Page 135 and 136:
Table 4.1 Cont’d Lesson 6. Studen
Page 137 and 138:
After the researcher finished devel
Page 139 and 140:
per a week, namely two 60-min perio
Page 141 and 142:
always asked what she really did no
Page 143 and 144:
schooling studying, she studied Phy
Page 145 and 146:
B = blackboard C = instrument cupbo
Page 147 and 148:
Forty nine percentages had partial
Page 149 and 150:
for photosynthesis. Only seven perc
Page 151 and 152:
Table 5.3 Correcting the Introducto
Page 153 and 154:
Mrs. Engka: Right (confirmed). You
Page 155 and 156:
structures might be a metaphor of u
Page 157 and 158:
Table 5.4 Advanced Photosynthesis C
Page 159 and 160:
In her planning for the nature of s
Page 161 and 162:
participating in role play discussi
Page 163 and 164:
5.4) Principle IV: Enabling Student
Page 165 and 166:
inside and outside teaching period.
Page 167 and 168:
Activities 5.6) Principle VI: Encou
Page 169 and 170:
6. Summary of the Border School In
Page 171 and 172:
2. Background Information about Mr.
Page 173 and 174:
Table 5.7 Mr. Vyn’s Students Sele
Page 175 and 176:
Mr. Vyn had his own style of teachi
Page 177 and 178:
5. Mr. Vyn’s Implementation of th
Page 179 and 180:
Mr. Vyn: …No. 4…mineral is plan
Page 181 and 182:
The misconception that CO2, mineral
Page 183 and 184:
Although the students incompletely
Page 185 and 186:
model of chloroplast structure base
Page 187 and 188:
undle-sheath cells. Both cells cont
Page 189 and 190:
Table 5.9 Advanced Photosynthesis C
Page 191 and 192:
However, there was no discussion ab
Page 193 and 194:
change in term of application of ol
Page 195 and 196:
5.4) Principle IV: Enabling Student
Page 197 and 198:
discussion. “The teacher always d
Page 199 and 200:
photosynthesis e.g. dark phase. Als
Page 201 and 202:
2. Background Information about Mrs
Page 203 and 204:
Table 5.12 Mrs. Amp’s Students Se
Page 205 and 206:
laboratory activities and concept m
Page 207 and 208:
misconceptions about plant food, pa
Page 209 and 210:
The misconceptions about plant and
Page 211 and 212:
Table 5.13 Correcting the Introduct
Page 213 and 214:
percentages misunderstood that the
Page 215 and 216:
Table 5.14 Advanced Photosynthesis
Page 217 and 218:
One conception about science demand
Page 219 and 220:
Table 5.15 The Nature of Science of
Page 221 and 222:
Not only relating photosynthesis kn
Page 223 and 224:
the book and summarized the concept
Page 225 and 226:
Cross Case Studies: Implementation
Page 227 and 228:
In case of the teachers e.g. Mrs. A
Page 229 and 230:
students’ own views about plants
Page 231 and 232:
CHAPTER VI SUMMARY, DISCUSSION AND
Page 233 and 234:
5. The students’ understanding of
Page 235 and 236:
learning participation rarely appea
Page 237 and 238:
the students to understand the rela
Page 239 and 240:
the science project for environment
Page 241 and 242:
ecause old knowledge was reinterpre
Page 243 and 244:
Table 6.2 Learning Activities Sugge
Page 245 and 246:
understandings about the light inde
Page 247 and 248:
Therefore, this research suggested
Page 249 and 250:
Amir, R. and P. Tamir. 1995. Propos
Page 251 and 252:
Bell, B. 1998. Teacher development
Page 253 and 254:
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
Page 259 and 260:
Institute for the Promotion of Teac
Page 261 and 262:
Lin, H. and C. Chen. 2002. Promotin
Page 263 and 264:
Merriam, S. 1988. Case Study Resear
Page 265 and 266:
Patton, M. 1990. Qualitative Evalua
Page 267 and 268:
Smith, M. and L. Scharmann. 1999. D
Page 269 and 270:
Von Glasersfeld, E. 1995. Radical C
Page 271 and 272:
APPENDIX A: INTRODUCTORY PHOTOSYNTH
Page 273 and 274:
1. Tick any of these items which ca
Page 275 and 276:
6.5) Plants need carbohydrate for t
Page 277 and 278:
APPENDIX B: ADVANCED PHOTOSYNTHESIS
Page 279 and 280:
5. Tick any item (s) which you thin
Page 281 and 282:
12. Here is a statement about plant
show all

an innovative approach

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?