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3. Narrative Techniques and the History of Ideas In 1998 a new teaching strategy called narrative or the story-telling technique, was suggested in science education by Millar and Osborne (Hipkins et al., 2002: 191- 192). The narrative technique uses explanation based on science’s recognisable context. This has its characters, events and situations, which give logical direction to the context or the story. LaBoskey (2002: 34) explains that the story “…could be a retelling of something that actually happened …or it could be fictional”. It, however, should be presented, i.e. written or spoken, without the bias and judgement of the teller in order to present the discovery process of the people in the story. Historical ideas of science are powerful advocated and documented stories which should be recognized and used to promote student learning about science (Barker, 1997). “History [of science] can serve to [organize] the serial development of concepts, to reconstruct reasoning, to celebrate scientific discovery, or to bring anecdotal humour into a lecture” (Barker, 1997: 187-188). Telling the historical story of science also provides a cultural background of science which may lead students to better understand the nature of science, especially science as social enterprise. There are several studies which show the result of using the technique of narrative and/or historical ideas. Successful use of the narrative technique has occurred in Australia (Kuhn and Hand, 1995), New Zealand (Matthews, 1994; Barker, 1995, 1997) and the United States (Allchin et al., 1999). Kuhn and Hand (1995) used everyday life stories to challenge Australian junior high school students who were learning a new concept about geology. They were asked to write brochures and create their personal stories to illustrate their new learning of geological concepts for other people. The results showed the students’ development in rethinking and learning the concepts. In Barker’s (1995) study, five historical stories about photosynthesis combined with a generative teaching model were used to develop 13-year-old New Zealand junior high school students while they were learning about photosynthesis. 60
Focusing on thinking and encouraging students’ discussion was emphasized for his application of the model. The stories included Aristotle, Leonardo da Vinci, Jethro Tull, Joseph Priestley, and Erasmus Darwin. The results indicated that the students could describe photosynthesis relative to the learning achievement of the curriculum. In addition, Matthews (1994) supported the argument that using stories also enhanced students’ understandings of the complexity and creativity of the original scientists’ ideas. On the other hand, Irwin (2000) argued that using historical stories could not provide a positive effect on 14-year-old UK students’ learning of the atomic theory. The students had less judgemental awareness of the complexity of this historical idea. In addition, using an historical story of science in a lab course was successful in the study of Allchin et al. (1999). They found a problem with American non- science major students. They were unhappy about teaching and learning situations in a required science course. The problem was solved by the development of a new alternative lab courses which integrated historical ideas. Historical ideas about how science worked and how it developed were used as highlights in the outline of this course. Their team of faculty at the University of Texas at El Paso attempted to set labs based on human dimensions of science. These included motivation for studying science, attending labs and the scientific impact on everyday life. The histories of science and science-technology-society issues were introduced in the labs. There were students practicing organization and interpretation of the historical events e.g. distances to the moon (Greek) and the period of a pendulum (Galileo). Their explanations of the events and reflections of their own investigating processes were challenged. The results illustrated that students performed well, achieved good scores in the post-test and positively improved their attitude about science. Also, they thought that doing the labs enabled them to understand how science worked as an aspect of the nature of science. However, Gallas (1995) and Barker (1997) argued that using the technique would not be successful if the technique was developed inadequately with concerns of student learning contexts. Narrative technique and historical ideas may be a way to develop students’ full understandings of science. Nevertheless, this technique is still not used widely in 61
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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
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led to improvement in the promotion
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water worked as food transported wi
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suggested peer collaboration for hi
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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 and 72: elationship between one concept and
Page 73: Brown (2003) used a combination of
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
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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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