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of science, as well as the socio-cultural influences on learning were considered for the intervention. The concept mapping would be used to explore students’ existing ideas and/or the prior knowledge about photosynthesis before they would be challenged to study the new concepts. The story telling of historically scientific ideas would be used to challenge them for understanding the nature of science. The nature of science would promote student self-awareness of personal learning improvement for the understanding of photosynthesis concepts. Up to this point this research has developed frameworks of developing teaching and learning about photosynthesis in Thailand. 1. Students’ understanding of photosynthesis should be enhanced to fulfil the purposes of biology education based on the National Education Act and the National Science Curriculum of Thailand. 2. Photosynthesis should be applied in relation to plant processes in the environment. Separating photosynthesis knowledge from other processes might retain misconceptions about photosynthesis. 3. The understanding of the nature of science based on Thai science curriculum should be integrated with that of photosynthesis, because the nature of science addressed how scientists had strongly worked to develop photosynthesis, the understanding of nature of science might enable students to pay more attention and value photosynthesis study. 4. This research holds social constructivist beliefs of learning which holds that students must construct knowledge by themselves using their prior knowledge and interaction with people in society and culture. Thus, − correcting students’ misconceptions about prior/introductory concepts of photosynthesis should be done before attempting to enhancing the understanding of new/advanced concepts of photosynthesis and 66
− encouraging students to participate in classroom activities should be organized to launch interactions between teacher and student along with student and student interaction during photosynthesis study. 5. Thai students appeared to be familiar with Thai society and culture, correcting the misconception and encouraging participation should reflect well on Thai society and the culture involved while learning photosynthesis, such as Thai views about plants and educational value of biology. Then, the researcher generated the following questions to detail what data should be collected to develop teaching and learning about photosynthesis. 1. How can the students’ understanding of photosynthesis be enhanced through its relation to the environment and the nature of science? 1.1) How should photosynthesis be taught for conceptual understanding? 1.2) How should photosynthesis be taught for understanding relationships between photosynthesis and the environment? 1.3) How should the nature of science be taught for the better understanding of photosynthesis? 1.4) What should photosynthesis intervention be in regards of photosynthesis? 2. What is the impact of the teaching intervention on teachers and students? 2.1) How far did teachers implement the intervention? 2.2) How far did students progress from the introductory knowledge about photosynthesis to the advanced knowledge? 2.3) What did students understand about the nature of science? Next is Chapter III. The chapter describes the methodology used to develop and evaluate the teaching. Data collection and data analysis are also provided. 67
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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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chloroplasts and pigments, the ligh
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would like to develop a new teachin
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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 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: teaching photosynthesis needs impro
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
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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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