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CHAPTER III METHODOLOGY This chapter reveals the research design including the overview, and the methodology and methods in the design. It also details how subjects were selected for participation in this study. There will also be details on the development of photosynthesis teaching intervention including photosynthesis lessons. This chapter also explains the ways of developing, implementing and evaluating the intervention. The instruments are then presented. Those instruments include two surveys, interviews and observations. This chapter also explains validity, reliability and triangulation. The data collection involves surveying, audio tape recordings, field noting and video recordings. Finally, this chapter describes the data analysis such as content analysis, interpretation, trustworthiness, reporting and ethical consideration. Research Design 1. Overview of Methodology and Methods The research belief is an important basic principle in inquiry and provides an explanation of the natural world. The belief shows what the researcher views and accepts about the world (Guba and Lincoln, 1998). This research study is based on an interpretive methodology. This methodology aims to understand meaning in regards to an individual who is learning within their social and culture organization (Erickson, 1986; Cohen, Manion and Morrison, 2000). Interpretive research also provides an understanding of “… the invisible situations of everyday life; … specific understanding through documentation of concrete details of practice; …local meaning; ... comparative understanding of different social settings; … comparative understanding beyond the immediate circumstances of the local setting” (Erickson, 1986: 121-122).
The attempt to understand and interpret the world in terms of its actions mainly concerns observable phenomena. It uses the process of participant observational field work (Erickson, 1986; Denzin and Lincoln, 1994). This work, however, is guided by a set of beliefs and feelings held by the researcher about the world and how it should be understood and studied (Denzin and Lincoln, 1998). Erickson (1986) suggested that a basic assumption of this work is recognizing that people in everyday life take action together in terms of formal and informal status and roles e.g. the teacher-student role in a classroom. The characteristics of interpretive research are identified by Cohen, Manion and Morrison (2000: 35). These include human actions which continuously recreate social life and the personal involvement of the researcher. The interpretive research is also interpreting the specific and understanding actions rather than causes, and practical interest. Guba and Lincoln (1998: 210-213) identify the research quality needed to show the trustworthiness, such as credibility, transferability, dependability, and conformability, and authenticity such as fairness, ontological authenticity and catalytic authenticity. Accomplishing interpretive research in context needs both useful qualitative and quantitative methods. The interview is a research method which can be used in conjunction with other processes to help provide a wider meaning of actions (Cohen and Manion, 1994). Interpretation of people’s conversations, initiated by the interviewer for the specific research purposes, may be used to clarify relationships of that action. Guba and Lincoln (1998) also suggested that research activities which are generated should pay careful attention to the communicative relationship that the researcher establishes with the participants. Bogdan and Biklen (1982: 27-30) defined qualitative methods as those which 1) are carried out in the natural setting as the direct source of data with the researcher as the key instrument 2) are descriptive 3) are concerned with process rather than simply with outcomes or products 4) tend to analyze the data inductively and 5) are essentially concerned with “meaning” as interpreted by researchers. In education, 69
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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
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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 and 80: teaching photosynthesis needs impro
Page 81: − encouraging students to partici
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
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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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