Dissertation/Thesis Abstract

Investigating Photosynthesis Misconceptions and the Role of Learning Experiences in a High School Biology Course
by Hecht, Laura, M.S., California State University, Long Beach, 2018, 101; 10839907
Abstract (Summary)

This study investigated student ideas surrounding the process of photosynthesis using an open-ended, two tier questionnaire. Past studies have shown that students of all ages and nationalities hold an alarming amount of misconceptions concerning photosynthesis, particularly when it comes to the origin of plant mass, the purpose of light and chlorophyll, and the products produced. In this study, ninth grade Biology students’ responses on a two-tier, four item questionnaire were analyzed against common misconceptions identified from literature and grouped by overarching themes pre- and post-unit. Results suggest that students were able to discard some of their misconceptions, but ultimately only developed low-level knowledge.

The purpose of this study is to help educators better address photosynthesis misconceptions that students bring to the classroom. This will allow educators to encourage deeper understanding of the processes involved in photosynthesis which may result in retained knowledge.

Indexing (document details)
Advisor: Colburn, Alan
Commitee: Henriques, Laura, Martin-Hansen, Lisa
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 58/02M(E), Masters Abstracts International
Subjects: Science education
Keywords: Biology, High school, Learning experiences, Misconceptions, Photosynthesis, Science education
Publication Number: 10839907
ISBN: 978-0-438-38793-5
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