an innovative approach

was considered to differentiate their teaching contexts from each other. For this study
their pseudo-names were Mrs. Engka, Mr. Vyn and Mrs. Amp.
2. This study formally invited the teachers by asking the school head master.
The school saves permission for the teachers to participate in the data collection
processes.
3. The teachers’ classrooms were approached to introduce the research study
for the teachers’ students and to make the students were familiar in the data collection
processes, such as classroom observation and interviews.
4. Finally, the students’ information was collected with their consideration.
Four students from each teacher were purposively selected to be studied in depth.
The selection was based on the gender, age, biology achievement, attitude towards
biology and their family. Table 3.1 overviews the subjects of this study.
Table 3.1 Biology Teacher and Grade 11 Student Subjects in Three Case Studies
Cases Teachers Students (total number of students)
Border School Mrs. Engka S01, S02, S03, S04 and students in class. (41)
Market School Mr. Vyn S05, S06, S07, S08 and students in class. (40)
Babysat School Mrs. Amp S09, S10, S11, S12 and students in class. (37)
Developing Photosynthesis Teaching Intervention
There was the photosynthesis teaching unit that was designed to provide the
course descriptions, the unit objectives, the lists of concept proposition, the concept
map, the lists of skills and attitude and the teaching sequence. The teaching unit was
comprised seven lessons, detailed periods, behavioral objectives, concepts, learning
activity, and materials and evaluation.
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