Understanding Photosynthesis and Respiration: Is It a Problem? Eighth Graders’ Written and Oral Reasoning About Photosynthesis and Respiration

Näs, Helena; Ottander, Christina; Benckert, Sylvia

doi:10.1007/978-94-007-3980-2_6

Cited by 2 publications

(5 citation statements)

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“…It showed that people of all ages (from pupils to adults) held similar misconceptions about photosynthesis, and that the amount of science education they had received did not directly influence their misconceptions (Amir & Tamir, 1994;Anderson, Sheldon, & Dubay, 1990;Cañal, 1999;Eisen & Stavy, 1992;Waheed & Lucas;. More recent research showed similar results about the knowledge of photosynthesis (Duschl, Schweingruber, & Shouse, 2007;Gobec & Strgar, 2019;Köse, 2008;Näs, 2012;Marmaroti & Galanopolou, 2006;Ross, Tronson, & Ritchie, 2006;Skribe Dimec & Strgar, 2017;Svandova, 2014;Yenilmez & Tekkaya, 2006). This showed that improvements that had been suggested as a consequence of findings in previous research were either not implemented in teaching and learning processes or were not effective.…”

Section: Problem Of Researchmentioning

confidence: 94%

“…In the next lesson a few days later, students checked the results. They were given enough time to think about the results because to be able to understand such a complex concept as photosynthesis they have to construct their conceptual system (Koba, Tweed, 2009, Näs, 2012Vosniadou, 2002). The experiment and presented theory were kept simple to avoid confusion and assist in understanding (Radanović et al, 2016).…”

Section: Instrument and Proceduresmentioning

confidence: 99%

“…Often this process is taught only on a molecular level, despite the lack of chemical knowledge among many students (Ameway, 2016). It had become evident that for most students, traditional lessons were not effective in accomplishing educational objectives of photosynthesis as students were unable to understand this process even after a relatively long time of learning, (Anderson, Sheldon, & Dubay, 1990;Marmaroti & Galanopolou, 2006;Movahedzadeh, 2012;Näs, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Several suggestions have been made regarding how to improve the teaching of photosynthesis. Among them, Näs (2012) suggested that fewer formulas should be used in class, and when used, the formulas should be connected with specific living plant material. Helldén (2005), and Näs and Ottander (2008) also stressed the importance of the use of living plant material for understanding photosynthesis and the development of ecological understanding.…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of the Conceptual Change Method on Understanding Plant Mass Increase

Gobec

Strgar

2019

JBSE

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This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students’ attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education. Keywords: agricultural education, biology education, conceptual change, photosynthesis, plant mass.

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Section: Problem Of Researchmentioning

confidence: 94%

Section: Instrument and Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effectiveness of the Conceptual Change Method on Understanding Plant Mass Increase

Gobec

Strgar

2019

JBSE

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“…Photosynthesis and respiration are important scientific topics in science curriculum of many countries, under the theme investigating the physiology of living things, students generally need to study about photosynthesis and plant respiration. Throughout the years, misconceptions about photosynthesis and plant respiration were well documented (Treagust & Haslam, 1986;Cullinane & Liston, 2011;Näs, 2012;Kestler, 2014;Galvin et al, 2015;Södervik et al 2015;Anjarsari, 2018;Jayanti & Rahayu, 2019). For instance, in Australia, a high percentage of secondary school students was found that they were lack of understanding of the relationship between photosynthesis and respiration in plants.…”

Section: Introductionmentioning

confidence: 99%

Diagnostic Test to Assess Misconceptions on Photosynthesis and Plant Respiration: Is It Valid and Reliable?

Lim

Poo²

2021

JPII

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High percentage of secondary school students was found that they were lack of understanding of the relationship between photosynthesis and respiration in plants. They did not fully understand the importance and function about plant respiration. Thus, this study designed to develop a valid and reliable instrument in two- tier multiple choice questions format which called Photosynthesis and Plant Respiration Diagnostic Test (PRDT) to assess the common types of misconceptions related to this topic among form four students (Grade 10) in Malaysia. Survey research method was applied in this study. There were 500 participants from 15 secondary schools were involved. 45 minutes were given to the participants in answering 18 two- tier diagnostic test items. The psychometric properties of the instrument had been tested using Rasch analysis. The result found that the newly developed instrument was valid and reliable. It brought the significant contribution in teaching and learning, especially classroom assessment practice in Biology subject.

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Understanding Photosynthesis and Respiration: Is It a Problem? Eighth Graders’ Written and Oral Reasoning About Photosynthesis and Respiration

Cited by 2 publications

References 16 publications

Effectiveness of the Conceptual Change Method on Understanding Plant Mass Increase

Effectiveness of the Conceptual Change Method on Understanding Plant Mass Increase

Diagnostic Test to Assess Misconceptions on Photosynthesis and Plant Respiration: Is It Valid and Reliable?

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