Concept Of Photosynthesis Research Articles

To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews

ABSTRACT This study aimed to investigate primary school children’s understanding of photosynthesis. We employed children’s drawings as an instrument and conducted one-to-one follow-up interviews with 48 children of primary school age (7–13 years old) in a national primary school, in a suburban area of Melaka, Malaysia. The findings of the study indicate that as children progressed through primary school, their understanding of the concept of photosynthesis improved. The study sheds light on the varying levels of conceptual understanding of photosynthesis among primary school children and how this can inform the teaching strategies of science teachers to facilitate children’s understanding of this concept. In addition, this study makes a valuable contribution to research on biology education by demonstrating that using drawings as a research instrument alone is insufficient to fully capture young children’s conceptual understanding.

Teacher Misconceptions: A Phenomenon of the Lack of Knowledge in Science Subjects

Qualified teachers are a cornerstone of successful learning. This study aims to determine the understanding of teachers in elementary schools on the concept of photosynthesis in science subjects in elementary schools. This type of research is survey research. This survey was conducted on 29 elementary school teachers in South Tangerang. Sampling is done randomly (random). The instrument used is a concept statement instrument of 10 statements. The analysis that will be carried out is descriptive by looking at the percentage of misconception scores in each question item. The results showed that there were 3 question items that showed the highest level of misconceptions, with an error range of 86.2% on the presence of chlorophyll, 79.30% on the photosynthesis time item, also 72.4% on results of photosynthesis. The degree of moderate misconception is that 69.00% in statement items related to the role of light in photosynthesis and 62.10% on the photosynthetic product statement item, and. In addition to filling out questionnaires, interviews were also conducted to explore information on why the phenomenon of misconceptions can occur in teachers. The interview results showed that most of the teachers who were sampled for research and teaching science in elementary schools had different educational backgrounds (other than science) as much as 66.00%, 28.00% had science education backgrounds and 7.00% came from other educational backgrounds.

TEACHING PHOTOSYNTHESIS USING AN INQUIRY-BASED APPROACH VIA A DIGITAL EDUCATIONAL PLATFORM TO PROMOTE STUDENTS’ UNDERSTANDING

TEACHING PHOTOSYNTHESIS USING AN INQUIRY-BASED APPROACH VIA A DIGITAL EDUCATIONAL PLATFORM TO PROMOTE STUDENTS’ UNDERSTANDING

Niche Overlap and Proximity of Photosynthesis Concepts by Middle School Students' Cognitive Level

The purpose of this study is to analyze the niche overlap and proximity of photosynthetic domain concepts according to the cognitive level of middle school students. For this, the subjects were 204 7th grade students. The cognitive level of middle school students was classified using the questionnaire used in GALT. After that, data on the concept relevance score and understanding level were collected using the concept relevance and understanding level questionnaire. The understanding level analysis framework and analyzed using the classification criteria modified and supplemented by Lim et al. The niche overlap of concepts was visualized using McPherson's square method using the concept relevance score and understanding level score, and the proximity between concepts was visualized using the multidimensional scaling method. The results of this study are as follows. First, students in the formal operational stage recognized science concepts closely as a result of learning, and the niche overlap between science concepts was high. Second, even after learning, niche overlap and proximity between concepts unrelated to the domain were presented, which differed according to cognitive levels. Third, the same concept had different niche overlap and proximity according to the domains, and there was a difference according to the cognitive level. Through the results of this study, it is necessary to connect and explain related scientific concepts for students with low cognitive levels. In addition, when the same concept is presented in different domains, it is expected that the properties and characteristics of each domain are clearly distinguished and taught.

Artificial Photosynthesis Technology: Is it Possible?

How to artificially mimic a natural process as important and complex as photosynthesis in plants? Apart from being essential for life on our planet, the phenomenon of artificial photosynthesis is intriguing because it provides an incredible ability to capture light and energy, subsequently converting it into chemical energy with high-quantum efficiency. As a consequence of increasing economic and environmental interest, research on artificial photosynthesis has increased; an exponential growth has been seen from the 21st century onwards, with mastery of the phenomenon’s mechanisms being a major challenge to stimulate further development of the subject. Since the 20th century, there have been great expectations regarding further advancing the process of artificial photosynthesis due to the clear recognition of its importance for humanity. With increasing problems in the context of climate change and energy shortages, the possibility of using the core concepts of photosynthesis to contribute to advancing our knowledge on the generation of clean energy from water splitting and hydrogen production, and the recycling of CO2 into hydrocarbon compounds and/or fuels with ample added value has become increasingly important.

A baby step in assembling and integrating the components of an artificial photosynthesis device with forced heterojunctions towards improved efficiency

The photosynthesis concept is successfully employed to sustainably produce solar fuels/chemicals in direct sunlight.

Application of Super Item Learning Model in Improving Learning Outcomes of Photosynthesis Concept in Class VIII of SMP Al-Wathan Ambon

The super item learning model is one of the learning models that is oriented towards understanding and activeness of students in problem solving. This type of research is descriptive with the aim of determining whether the application of the Super ITEM model in improving the learning outcomes of the concept of photosynthesis in class VIII2 of SMP AL-Wathan Ambon. The sample in this study was 29 people. The instruments used are tests, affective observation sheets, and psychomotor observation sheets. The data analysis used is descriptive data analysis of student learning outcomes, affective observation results, and student psychomotor. The results of data analysis obtained the learning process using a super item learning model students are more active in the learning process when compared to the learning process that is carried out conventionally. These results can be seen from the classical average score obtained, namely in the initial test implementation, the average score obtained was 47.37 and increased in the implementation of the final test, whose average score obtained was 75.40. Based on the results of learning completion using a super item learning model, students who achieved a minimum completion standard of 23 people or with a percentage of 79.31 percent.

Applying concepts of plant nutrition in the real-world: Designing vertical farming systems

This integrated STEM activity on the design of a vertical farming system has biology as the lead discipline and relates to the concept of photosynthesis. Students investigated the optimal design of vertical farms that will deliver appropriate amounts of water, sunlight and carbon dioxide to plants such that there will be optimal yield. Through design, testing and refinement of their design, students appreciate the connections between photosynthesis, food supply and design.

Teaching the Concepts of Photosynthesis and Cellular Respiration Through Predi ction –Obse rvati on–Ex plana tion Technique During Distance Education for Secondary School Students’ Academic Achievement and Scientific Process Skills Evaluation

Teaching the Concepts of Photosynthesis and Cellular Respiration Through Predi ction –Obse rvati on–Ex plana tion Technique During Distance Education for Secondary School Students’ Academic Achievement and Scientific Process Skills Evaluation

Effects of School Location on Students’ Achievement in Photosynthesis Based on Concept Mapping Instructional Strategy

Despite years of research, students’ difficulties in understanding and retention of photosynthesis concept have persisted among secondary school students, especially in rural areas. Consequently, this study examined the effect of school location on lower secondary school students’ academic achievement in photosynthesis based on the concept mapping (CM) instructional strategy. The design of the study was a non-randomized pre-test, post-test control group quasi-experimental. The population of the study was 6,708 students from which a sample of 192 students was purposively sampled from four schools. Photosynthesis achievement test with the reliability value of 0.82 determined using the Kuder-Richardson 21-Formula was used for data collection. Data were mainly analyzed using mean and standard deviations to answer the research questions while analysis of covariance was used to test the hypotheses at 0.05 level of significance. Among others, the result showed no significant difference between rural and urban students’ achievement taught photosynthesis using the CM (F(1, 91)=2.340, p=.130>.05). Based on the findings, it was recommended among other things that the CM should be adopted by biology teachers in secondary schools as an instructional strategy and that faculties and colleges of education in various schools of higher learning should ensure that CM is included as a viable alternative strategy of teaching biology.

The effect of the ‘Predict-Observe-Explain (POE)’ strategy in teaching photosynthesis and respiration concepts to pre-service science teachers

ABSTRACT The aim of this research is to examine the effects of laboratory activities based on the predict-observe-explain (POE) strategy on the understanding of photosynthesis and respiration concepts of pre-service science teachers, and their attitudes towards biology science and course and biology laboratory. Pre- and post-test designs with an experimental and a control group were used in the research. The research was implemented with participation of 64 the pre-service science teachers. For this purpose, the experimental and the control groups were randomly determined. The same laboratory activities were carried out using POE in the experimental group and utilising a traditional approach in the control group. For the data collection, a two-tier concept test, The Biology as a Science and Course Attitude Scale and the Biology Laboratory Attitude Scale were applied before and after the applications. The results indicated that the pre-service science teachers who were taught using laboratory activities based on the POE strategy had significantly higher scores in terms of achievement and attitude towards biology laboratory than those taught by the traditional approach. In this context, we recommend using and expanding laboratory activities based on active learning methods, such as POE in biology courses.

Penggunaan Laboratorium Virtual dan Google Classroom dalam Penguatan Karakter Religiusitas Siswa Kelas XII IPA MAN Insan Cendekia Kota Palu di Masa PJJ Pandemi Covid-19

Abstract. This Best Practice research aims to: Describe the Strengthening on Students' Religious Character during the distance learning period by using a Virtual Laboratory and Google Classroom. Research method: descriptive analysis with documentation as the source of research data and questions indicator instrument concerning student’s religious character. Strategies applied was online learning through Virtual Laboratory which presented learning videos and Google Classroom for task upload, through the following stages: (1) Teacher prepared the Lesson; (2) Teacher prepared learning materials and assignments thus uploaded them on Google Classroom; (3). Students upload their tasks through Google Classroom media (4) Teacher monitored the implementation of online learning process; (5) Teacher provided feedbacks on the online learning. Result of research: a significant data was obtained at the level of religious character strengthening, on the concept of growth and development, the average was 88,54% on good category, the concept of Photosynthesis at the average of 92,55 % on very good category. The conclusion of this research is there was strengthening of religious character through the use of virtual laboratory and google classroom.Keywords: covid-19, google classroom, virtual laboratory,strengthening of religious character, online learning.

MISCONCEPTIONS ON THE CONCEPT OF PHOTOSYTHESIS AND PLANT RESPIRATION FOR CLASS VIII AT SMP NEGERI 27 MEDAN IN SCIENCE LEARNING

This research aims to find out the misconceptions that occured in the concept of photosynthesis andplant respiration for Class VIII at SMP Negeri 27 Medan In Science Learning. The research methodused by the writer in this research was descriptive qualitative method. The methodology itself was aprocess, principles, and procedures that use to approach problems and seek answers. The datacollection technique was carried out through the technique of giving a modified google formquestionnaire from a Denise journal questionnaire (2018) to several junior high school teachers inthe city of Medan. Interviews were conducted to find out more in-depth things related to themisconceptions that occur in students on the concepts of photosynthesis and respiration. The resultsof the analysis of the misconception questionnaire and interview data by teacher and students inClass VIII at SMP Negeri 27 Medan were presented. Based on the results of the research anddiscussion, it can be concluded that the misconceptions of class VIII students at SMP Negeri 27Medan fall into the “misconception” category with the criteria of “low” on the material ofPhotosynthesis and Plant Respiration.

Analysis of the Misconceptions of Class XII High School Students in Pekanbaru by Using the Certainty of Response Index (CRI)

One of the misconceptions can be identified by using CRI (Certainty of Response Index). The purpose of this study was to identify the misconceptions of class XII high school students in the city of Pekanbaru on the material of Photosynthesis and Plant Respiration using the Certainty of Response Index (CRI) method. This research is a survey research. The location of this research was carried out at two high schools in Pekanbaru, namely SMA N 15 Pekanbaru and SMA IT Az-Zuhra Pekanbaru. The number of samples in this study is the total population of the two SMAs. The data collection technique was carried out using a written test instrument in the form of a multiple choice test accompanied by CRI. The average percentage of students' misconceptions of SMA IT AZ-ZUHRA and SMAN 15 Pekanbaru on the concept of photosynthesis, the highest percentage is in the sub-concept of the benefits of photosynthesis for plants by 96.15% and the lowest percentage is in the sub-concept of photosynthetic pigments at 53.19%. The average percentage of students' misconceptions at SMA IT AZ-ZUHRA and SMAN 15 Pekanbaru on the concept of plant respiration, the highest percentage is found in the sub-concept of understanding respiration in plants of 84.62%. The lowest percentage is found in the sub-concept of understanding breathing and the sub-concept of when plants breathe, each of which is 67.58%.

Microalgae-based photosynthetic strategy for oxygenating avascularised mouse brain tissue – An in vitro proof of concept study

Hypoxic brain injury is a leading cause of loss of quality of life globally for which there are currently no effective treatments. There has been increasing interest in incorporating photosynthesising agents into hypoxic tissue as a mechanism for in situ oxygen delivery, independent of vascular perfusion. To date this has not been tested in the brain.The oxygen production capacity of Chlamydomonas reinhardtii microalgal cultures was measured in artificial cerebrospinal fluid (aCSF) in benchtop assays and in cortical slices in situ. Cortical slice function was quantified by measuring the length, frequency and amplitude of seizure-like event (SLE) activity — in conventionally oxygenated aCSF, C. reinhardtii cultures, unoxygenated and deoxygenated aCSF. The possibility of direct toxic algal effects was investigated by exposing slices to cultures for 5 h. An oxygen level of 25 mg.L−1 was achieved with C. reinhardtii in no-Mg aCSF. Slice SLE function was preserved in C. reinhardtii, without the need for supplemental oxygen. In contrast, functional parameters deteriorated in unoxygenated and deoxygenated aCSF. In the former, there was a 66% reduction in SLE frequency and a 37% reduction in event amplitude. In the latter, SLE activity ceased completely. No toxic algae effects were seen in slices exposed to cultures for 5 h.These results confirm that C. reinhardtii oxygenation of aCSF can sustain cortical network activity — without tissue toxicity for the normal lifespan of an acute cortical slice. This study shows promise for the concept of photosynthesis as a mechanism for providing oxygen to rescue ischaemic avascularised brain tissue.

Do multinuclear 3d metal catalysts achieve O–O bond formation via radical coupling or via water nucleophilic attack? WNA leads the way in [Co4O4]n+

Catalytic water oxidation is a required process for clean energy production based on the concept of artificial photosynthesis. Here, we provide in situ spectroscopic and computational analysis for the closest known photosystem II analog, [Co4O4]n+ ([Co4O4Py4Ac4]0, Py = pyridine and Ac = CH3COO-), which catalyzes electrochemical water oxidation. In situ extended X-ray absorption fine structure detects an ultrashort, CoIV=O (~1.67 Å) moiety, a crucial intermediate for O-O bond formation. Density function theory analyses show that the intermediate has two CoIV centers and a CoIV=O unit of strong radicaloid character sufficient to support a CoIV=O + H2O = Co-OOH + H+ transition, where the carboxyl ligand accepts the proton and the bridging oxygen stabilizes the peroxide via hydrogen bonding. The proposed water nucleophilic attack mechanism accounts for all prior spectroscopic evidence on the Co4O44+ core. Our results are important for the design and development of efficient water oxidation catalysts, which contribute to the ultimate goal of clean energy from artificial photosynthesis.

Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge

There is a collective agreement about the necessity of content knowledge (CK) as a prerequisite for pedagogical content knowledge (PCK). However, most PCK models lack explanatory power because of the missing link between CK and PCK. Thus, the study firstly attempts to develop a theoretical model that consists of knowledge of students’ learning difficulty (KSLD) as a plausible pathway between CK and PCK with the conceptual change research entry. Secondly, it tests the causative relationship between CK and KSLD of PCK. The CK for this study constitutes acid rain, as well as the concepts of photosynthesis and cellular respiration. Seventy-three preservice science teachers (PSTs) participated in this study. The study used open-ended surveys and vignette-based individual interviews to measure PSTs’ CK and KSLD, respectively. The results indicate that (1) PSTs’ CK and KSLD are low. (2) There is a significant correlation (p < 0.01) between PSTs’ CK and KSLD. (3) Compared with a low or moderate level, the high level of PSTs’ CK is a significant predictor (p < 0.01) of their KSLD. Qualitative evidence supports preliminary quantitative results of the study. The study provides a PCK model that indicates KSLD as a plausible pathway to connect CK and PCK, using a conceptual change inquiry as a point of entry. The study implies the proposed PCK model based on conceptual change learning is useful for future teachers in responding to student learning difficulties. Besides, the PCK model is a fertile ground for robust research.

The Study of Inquiry Ability in the Photosynthesis Concept

The learning process has characteristics that reflect scientific, thematic, collaborative, and student-centered. This type of learning usually uses constructivist learning, and one of them is Inquiry. The inquiry is a process to get information by conducting observations or experiments to find answers or solve problems for questions or formulation a problem by using logical and critical thinking skills. This preliminary study focused on investigating new prospective teachers’ inquiry ability. The respondents were new prospective teachers of Hamzanwadi University. The research instrument was a student worksheet with the topic “photosynthesis.” Data analysis used descriptive statistical methods by calculating the score of each indicator of Inquiry after three assessments. Using of amount score to shows that for each indicator: (1) problem formulation (66), (2) Hypothesis (50), (3) Design (40), (4) Findings (12), and (5) Conclusions (10). It can be concluded that the new prospective teachers’ in their involvement still needed to be trained, guidance, and continues to be developed. Therefore, Inquiry-based learning needs an extension for their next learning.

Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students’ Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia

Concept mapping helps learners to understand complex ideas. However, studies confirming that statement are scarce. A quasi-experimental and Design-based approaches were applied to understand the effectiveness of concept mapping based teaching method on grade eight students’ conceptual understanding of photosynthesis. Two sections of grade eight consisting of 103 students were selected randomly. Pretest results were used to assign students as experimental and control groups and treated with concept mapping and lecture methods, respectively. The post-test results of the two study groups revealed a statistically significant difference indicated that students’ treated with concept mapping method exhibited better conceptual understanding on the concept of photosynthesis than those treated with lecture method. This study suggests that science teachers should apply concept mapping method to teach science concepts systematically. The use of concept mapping method in science classes can help students to better understand the important concepts.

Effect of using guided inquiry teaching method in improving grade eight students’ concept of photosynthesis, primary school: Ethiopia

The main objective of this study was to investigate the effect of using guided inquiry teaching method in improving grade eight students’ conceptual understanding of photosynthesis. The study employed Quasi-experimental research method. The data collection instruments were multiple choice tests, observation, as well as informal assessment. The pre-test and post-test were administered before and after treatment respectively. The informal assessment also administered before and after intervention. Besides, the observation was conducted from the first day up to the last day of the intervention. The pre-test and post-test data were analyzed using descriptive statistics and t-tests quantitatively while; data collected through informal assessment and observation were presented using narration. The finding of pre-test revealed that there was no significant difference between the mean score of the two groups. The post-test result revealed that experimental group students significantly improved their conceptual understanding of the topic photosynthesis compared to the control group students. The study concluded that guided inquiry teaching method is more effective than the lecture method in improving students’ conceptual understanding of photosynthesis. Based on the finding of this study, it was recommended that governments should encourage biology teachers to apply guided inquiry teaching method by providing appropriate instructional material.&#x0D; Keywords: Conceptual understanding Guided inquiry, photosynthesis,