Alternative Concepts in the Teaching of Photosynthesis: A Literature Review 2000-2021
Abstract
The acquisition of abstract concepts in science education is a major challenge as acquisition of accurate scientific knowledge depends on a complexity of processes, including teachers’ capability to adopt a generative co-inquiry stance. In a previous article in Higher Education of Social Science we proposed a ‘good enough’ practice approach to this ‘problem’: an iterative pedagogical cycle of 3Rs: Recognition, Reduction and Removal within an understanding that affordances for conceptual conflict are often necessary and can increase the probability of reduction and possible removal of alternative concepts (details with Editor). We advance processes of deep meaning making and (re)construction that support affordances for productive pedagogies beyond deficit discourses of didactic failure or seeking some form of elusive perfection. In this article, we continue this reasoning to conduct a literature review of alternative concepts, often referred to as misconceptions in the teaching of photosynthesis inclusive of primary education, secondary (high school) education and higher education within the timeline 2000 to 2021. Photosynthesis was chosen as it is a prevalent biology topic that students and teachers often find conceptually challenging. Findings indicate approaching the problem of acquisition of accurate scientific knowledge in the teaching of photosynthesis requires a multiplicity of pedagogical strategies and a rich variety of professional supports. A productive engagement with alternative concepts is already underway in the literature, seeking a co-inquiry stance within an understanding of the crucial role of teacher upskilling in subject matter knowledge in science education (Bevins & Price, 2016; Greca, 2016; Karakaya, Yilmaz & Aka, 2021; Windschitl, 2002). It is a hypothesis worthy of further consideration and research.
Keywords
Full Text:
PDFReferences
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416.
Abimbola, I. O., & Baba, S. (1996). Misconceptions & alternative conceptions in science textbooks: The role of teachers as filters. The American Biology Teacher, 58 (1), 14-19.
Ahopelto, I., Mikkilä-Erdmann, M., Anto, E., & Penttinen, M. (2011). Future elementary school teachers’ conceptual change concerning photosynthesis. Scandinavian Journal of Educational Research, 55(5), 503-515.
Akpınar, E. (2007). The effect of dual situated learning model on students’ understanding of photosynthesis and respiration concepts. Journal of Baltic Science Education, 6 (3), 16-26.
Al Olaimat, A. M. (2010). The contribution of conceptual change texts accompanied by concept mapping to eleventh-grade students understanding of cellular respiration concepts. Journal of Science Education and Technology, 19(2), 115-125.
Allen, M. (2014). Misconceptions in Primary Science. 2nd ed. Maidenhead: Open University Press.
Ameyaw, Y., & Sarpong, L. (2011). Integrating ICT in the Pedagogical Skills of Teachers in Some Basic Schools in the GA South District in the Greater-Accra Region of Ghana. Journal of Education, 1(1), 1-9.
Angell, C., Ryder, J., & Scott, P. H. (2005). Becoming an expert teacher: Novice physics teachers’ development of conceptual and pedagogical knowledge. In paper presented at the European Science Education Research Association Conference. Barcelona.
Asay, L. D., & Orgill, M. K. (2010). Analysis of essential features of inquiry found in articles published in The Science Teacher, 1998-2007. Journal of Science Teacher Education, 21 (1), 57-79.
Balci, S., Cakiroglu, J., & Tekkaya, C. (2006). Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools. Biochemistry and Molecular Biology Education, 34 (3), 199-203.
Barman, C. R., Stein, M., McNair, S., & Barman, N. S. (2006). Students’ ideas about plants & plant growth. The American Biology Teacher, 68 (2), 73-79.
Bevins, S., & Price, G. (2016). Reconceptualising inquiry in science education. International Journal of Science Education, 38(1), 17-29.
Birisci, S., Metin, M., & Karakas, M. (2010). Pre-service elementary teachers’ views on concept cartoons: a sample from Turkey. Middle-East Journal of Scientific Research, 5 (2), 91-97.
Boomer, S. M., & Latham, K. L. (2011). Manipulatives-based laboratory for majors biology–A hands-on approach to understanding respiration and photosynthesis. Journal of MicroBiology & Biology Education, 12 (2), 127-134.
Broggy, J., & McClelland, G. (2008). An investigation to determine the impact of concept mapping on learning in an undergraduate physics course. New Directions, (4), 34-38.
Brown, D. E. (1992). Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change. Journal of Research in Science Teaching, 29 (1), 17-34.
Brown, D. S. (2000). The effect of individual and group concept mapping on students’ conceptual understanding of photosynthesis and cellular respiration in three different academic levels of biology classes. (PhD Thesis). University of Missouri-Kansas City.
Brown, M. H., & Schwartz, R. S. (2009). Connecting Photosynthesis and cellular respiration: Pre-service teachers' conceptions. Journal of Research in Science Teaching, 46 (7), 791-812.
Burgoon, J. N., Heddle, M. L., & Duran, E. (2011). Re-examining the similarities between teacher and student conceptions about physical science. Journal of Science Teacher Education, 22 (2), 101-114.
Cakiroglu, J., & Boone, W. J. (2002). Pre-service elementary teachers’ self-efficacy beliefs and their conceptions of Photosynthesis and inheritance. Journal of Elementary Science Education, 14 (1), 1-14.
Carlsson, B. (2002). Ecological understanding 1: Ways of experiencing photosynthesis. International Journal of Science Education, 24 (7), 681-699.
Cassata, A. E., Himangshu, S.,& Luli, J. J. (2004). What do you know? Assessing change in student conceptual understanding in science. In A. J. Canas, J. D. Novak, & F. M. González (Eds.), Concept maps: theory and practice. Proceeding of the first international conference on concept mapping. Pamplona.
Çepni, S., Taş, E., & Köse, S. (2006). The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science. Computers and Education, 46 (2), 192-205.
Chambers, S. K., & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34 (2), 107-123.
Chang, C. Y. (2001). Comparing the impacts of a problem-based computer-assisted instruction and the direct-interactive teaching method on student science achievement. Journal of Science Education and Technology, 10 (2), 147-153.
Chen, A. P., Kirkby, K. C., & Morin, P. J. (2006). Uphill water flow-an example of the crucial role of students’ prior knowledge in geoscience education. In AGU Fall Meeting Abstracts (1), 8-47.
Chou, C., & Tsai, C. C. (2002). Developing web-based curricula: Issues and challenges. Journal of Curriculum Studies, 34 (6), 623-636.
Clegg, K. J. (2011). Assessing middle and high school students’ conceptual understanding about Photosynthesis (Unpublished M.A. thesis.). The University of Maine.
Clement, J., & Brown, D. (2004). Overcoming misconceptions via analogical reasoning: abstract transfer versus explanatory model construction. Instructional Science, 18 (4), 237-261.
Crowther, G. J., & Price, R. M. (2014). Re: Misconceptions Are “So Yesterday!” CBE-Life Sciences Education, 13 (1), 3-5.
Deshmukh, N. D. (2012). Designing and field testing of remedial material to rectify students’ misconceptions in biology at the secondary school level. In M. Kim & Dong (Eds.), Biology education for social and sustainable development (pp. 259-269). Sense Publishers.
Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in Biology: A drawing analysis. Scientific Research and Essay, 5 (2), 235-247.
Dikmenli, M., & Cardak, O. (2004). A study on misconceptions in the 9th grade high school biology textbooks. Eurasian Journal of Educational Research, 17 (1), 130-141.
Domingos-Grilo, P., Reis-Grilo, C., Ruiz, C., & Mellado, V. (2012). An action-research programme with secondary education teachers on teaching and learning Photosynthesis. Journal of Biological Education, 46 (2), 72-80.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84 (3), 287-312.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (2014). Making sense of secondary science: Research into children’s ideas. Leeds: Routledge Education Classic Editions.
Ekici, F., Ekici, E., & Aydin, F. (2007). Utility of Concept Cartoons in Diagnosing and Overcoming Misconceptions Related to Photosynthesis. International Journal of Environmental and Science Education, 2(4), 111-124.
Erduran, S., Simon, S., & Osborne, J. (2004). Tapping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 88(6), 915-933.
Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60 (8), 25-29.
Fencott, C. (2003). Agencies of interactive digital storytelling (pp.152-163). Technologies for Interactive Digital Storytelling and Entertainment Conference.
Gibson, D. J. (1996). Textbook misconceptions: The climax concept of succession. The American Biology Teacher, (58), 135-140.
González, F. M. (1997). Diagnosis of Spanish primary school students’ common alternative science conceptions. School Science and Mathematics, 97(2), 68-74.
Gooding, J. & Metz, B. (2011). From misconceptions to conceptual change. The Science Teacher, 78(4), 34-37.
Greca, I. M. (2016). Supporting pre-service elementary teachers in their understandings of inquiry teaching through the construction of a third discursive space. International Journal of Science Education, 38(5), 791-813.
Greenwood, T. J. (2011). Review: Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. The Journal of Media Literacy Education, 3 (2), 134-136.
Griffiths, A. K. (1994). A critical analysis and synthesis of research on students’ chemistry misconceptions. In H.-J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics (pp. 70-99). Hong Kong: ICASE.
Griffiths, A. K., & Preston, K. R. (1992). Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29 (6), 611-628.
Guzzetti, B. (2000). Learning counter-intuitive Science concepts: What have we learned from over a decade of research? Reading and Writing Quarterly, 16, 89–98.
Jin, H., Wei, X., Duan, P., Guo, Y. & Wang, W. (2016). Promoting cognitive and social aspects of inquiry through classroom discourse. International Journal of Science Education, 38(2), 319-343.
Johnston, J. (2005). Early explorations in science. Buckingham: Open University Press.
Johnstone, A. (2000). Teaching of Chemistry – Logical or Psychological? Chemistry Education Research and Practice, 1 (1), 9-15.
Kambouri, M. (2015). Investigating early years teachers’ understanding and response to children’s preconceptions. European Early Childhood Education Research Journal, 1-21.
Käpylä, M., Heikkinen, J. P., & Asunta, T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 31 (10), 1395-1415.
Karakaya, F., Yilmaz, M., & Aka, E. I. (2021). Examination of Pre-Service Science Teachers‘ Conceptual Perceptions and Misconceptions about Photosynthesis. Pedagogical Research, 6(4), 1-11.
Karamustafaog˘lu, S., Sevim, S. Mustafaog˘lu, O., & Cepni, S. (2003). Analysis Turkish high-school chemistry examination questions according to bloom’s taxonomy. Chemistry Education Research Practice, 4 (1), 25–30.
Kendeou, P., & Van den Broek, P. (2008). Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22 (3), 335-351.
Kern, C., & Crippen, K. J. (2008). Mapping for conceptual change. Science Teacher, 75 (6), 32-38.
Kestler, N. S. (2014). Middle school science teachers’ understanding of students’ misconceptions of photosynthesis and respiration (PhD dissertation). State University of New York.
Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631-645.
Kıcı, D. (2012). Using technology in science education: A courseware to overcome misconceptions and learning difficulties about photosynthesis. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 1 (2), 30-40.
Kose, S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Sciences Journal, 3 (2), 283-293.
Köse, S., Uşak, M., & Bahar, M. (2009). A cross-age study of students’ understanding and their misconceptions about plant nutrition. Didactica Slovenica-Pedagoska Obzorja, 24 (1), 109-122.
Krall, R. M., Lott, K. H., & Wymer, C. L. (2009). Inservice elementary and middle school teachers’ conceptions of photosynthesis and respiration. Journal of Science Teacher Education, 20 (1), 41-55.
Larkin, D. (2012). Misconceptions about “misconceptions”: Preservice secondary science teachers’ views on the value and role of student ideas. Science Education, 96 (5), 927-959.
Lessing, A., & De Witt, M. (2007). The value of continuous professional development: teachers’ perceptions. South African Journal of Education, 27 (1), 53-67.
Lim, G., & Lee, J. D. (2014). Storytelling design for collaborative learning based on the hero’s journey. International Journal of Software Engineering & Its Applications, 8 (8), 105-118.
Lin, C. Y., & Hu, R. (2003). Students’ understanding of energy flow and matter cycling in the context of the food chain, photosynthesis and respiration. International Journal of Science Education, 25 (12), 1529-1544.
Luera, G. R., Moyer, R. H., & Everett, S. A. (2005). What Type and Level of Science Content Knowledge of Elementary Education Students Affect Their Ability to Construct an Inquiry-Based Science Lesson? Journal of Elementary Science Education, 17 (1), 12-25.
Luft, J. A., Roehrig, G. H., & Patterson, N. C. (2003). Contrasting landscape: A comparison of the impact of different induction programs on beginning secondary science teachers’ practices, beliefs, and experiences. Journal of Research in Science Teaching, 40 (1), 77 - 97.
Marmaroti, P., & Galanopoulou, D. (2006). Pupils’ understanding of photosynthesis: A questionnaire for the simultaneous assessment of all aspects. International Journal of Science Education, 28 (4), 383-403.
McCarthy, J., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24 (4), 279-294.
Messig, D., & GroꞴ, J. (2018). Understanding plant nutrition – the genesis of students’ conceptions and the implications for teaching photosynthesis. Education Sciences, 8, 132-142.
Métioui, A., Matoussi, F., & Trudel, L. (2018). The teaching of photosynthesis in secondary school: A history of the science approach. Journal of Biological Education, 50(3), 275-289.
Michael, J. (2002). Misconceptions—what students think they know. Advances in Physiology Education, 26(1), 5-6.
Mikkilä-Erdmann, M. (2001). Improving conceptual change concerning Photosynthesis through text design. Learning and Instruction, 11 (3), 241-257.
Moate, J., & Ruohotie-Lyhty, M. (2014). Identity, agency and community: reconsidering the pedagogic responsibilities of teacher education. British Journal of Educational Studies, 62(3), 249-264.
Mohapatra, P.K., & Singh, N.R. (2015). Teaching and z-scheme of electron transport in photosynthesis: a perspective. Photosynthesis Research, 23, 105-114.
Mulford, D. R., & Robinson, W. R. (2002). An inventory for alternate conceptions among first-semester general chemistry students. Journal of Chemical Education, 79 (6), 739-744.
O’Connell, D. (2008). An inquiry-based approach to teaching photosynthesis & cellular respiration. The American Biology Teacher, 70 (6), 350-356.
Odom, A. L., & Barrow, L. H. (2006). Development and application of a two‐tier diagnostic test measuring college Biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32 (1), 45-61.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81 (3), 376-407.
Özay, E., & Öztaş, H. (2003). Secondary students‘ interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37 (2), 68-70.
Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.
Park, S., Suh, J., & Sen, K. (2018). Development and validation of measures of secondary science teachers’ PCK for teaching photosynthesis. Research in Science Education, 48, 549-573.
Parker, J. M., Anderson, C. W., Heidemann, M., Merrill, J., Merritt, B., Richmond, G., & Urban-Lurain, M. (2012). Exploring undergraduates’ understanding of photosynthesis using diagnostic question clusters. CBE-Life Sciences Education, 11(1), 47-57.
Partosa, J. D., Clores, M. A., Conde, M. A. A., Prudente, M. S., Goingo, L. T., & Reganit, A. R. (2013). Secondary in-service teachers and pre-service teachers’ conceptual understanding of photosynthesis: A cross regional study. US China Education Review, 3 (8), 636-645.
Penso, S., Shoman, E., & Shiloah, N. (2001). First steps in novice teachers’ activity. Teacher Development, 5(3), 323 - 338.
Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. Oxford: John Wiley and Sons.
Pine, K., Messer, D., & John, K. S. (2001). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 19(1), 79-96.
Prokop, P., & Fančovičová, J. (2006). Students’ ideas about the human body: Do they really draw what they know? Journal of Baltic Science Education, 2(10), 86-95.
Ravanis, K., & Bagakis, G. (1998). Science education in kindergarten: sociocognitive perspective. International Journal of Early Years Education, 6(3), 315-327.
Ray, A. M., & Beardsley, P. M. (2008). Overcoming student misconceptions about photosynthesis: A model-and inquiry-based approach using aquatic plants. Science Activities: Classroom Projects and Curriculum Ideas, 45(1), 13-22.
Ross, P., Tronson, D., & Ritchie, R. (2010). Modelling Photosynthesis to Increase Conceptual Understanding. Journal of Biological Education, 40(2), 84-88.
Russell, A. W., Netherwood, G. M. A., & Robinson, S. A. (2004). Photosynthesis. In Silico. Overcoming the challenges of photosynthesis education using a multimedia CD-ROM. Bioscience Education, (3).
Schmidt, H. J. (1997). Students’ misconceptions-looking for a pattern. Science Education, 81(2), 123-135.
Schönborn, K. J., & Anderson, T. R. (2010). Bridging the educational research-teaching practice gap – Foundations for assessing and developing biochemistry students’ visual literacy. Biochemistry and Molecular Biology Education, 38 (5), 347-354.
Schwab, J. (2013). The practical: a language for curriculum. Journal of Curriculum Studies, 45(5), 591-621.
Sharma, A., & Muzaffar, I. (2012). The (non) making/becoming of inquiry practicing science teachers. Cultural Studies of Science Education, 7(1), 175-191.
Stepans, J., & Kuehn, C. (1995). Children’s conceptions of weather. Science and Children, 23(1), 44-47.
Stoddart, T. (2006). Using concept maps to assess the science understanding and language production of english language learners. In A. J. Cañas & J. D. Novak (Eds.), Concept maps: Theory, methodology, technology. proceedings of the second international conference on concept mapping. San José, Costa Rica: Universidad de Costa Rica.
Sullivan-Watts, B. K., Nowicki, B. L., Shim, M. K., & Young, B. J. (2013). Sustaining reform-based Science teaching of pre-service and in-service elementary school teachers. Journal of Science Teacher Education, 24 (5), 879-905.
Švandová, K. (2013). Lower secondary school pupils’ misconceptions about photosynthesis and plant respiration: Pilot study. Paper presented at European Conference on Educational Research, Istanbul, September 10-13.
Taber, K. S. (2000). Chemistry lessons for universities?: A review of constructivist ideas. University Chemistry Education, 4 (2), 63-72.
Teichert, M. A., & Stacy, A. M. (2002). Promoting understanding of chemical bonding and spontaneity through student explanation and integration of ideas. Journal of Research in Science Teaching, 39, 464-496.
Tekkaya, C., & Balci, S. (2003). Determination of students’ misconceptions concerning photosynthesis and respiratıon in plants. Hacettepe University The Journal of Education, 24, 101-107.
Tippett, C. D. (2010). Refutation text in Science education: A review of two decades of research. International Journal of Science and Mathematics Education, 8(6), 951-970.
Valanides, N. (2000). Primary student teachers’ understanding of the particulate nature of matter and its transformations during dissolving. Chemistry Education: Research and Practice in Europe, 1, 249-262.
Van Steenbrugge, H., Valcke, M., & Desoete, A. (2012). Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose? Journal of Curriculum Studies, 45(3), 322-353.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
Voska, K. W., & Heikkinen, H. W. (2000). Identification and analysis of students’ conceptions used to solve chemical equilibrium problems. Journal of Research in Science Teaching, 37, 160–176.
Webb, P., Williams, Y., & Meiring, L. (2008). Concept cartoons and writing frames: Developing argumentation in South African science classrooms? African Journal of Research in Mathematics, Science and Technology Education, 12(1), 5-17.
Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural and political challenges facing teachers. Review of Educational Research, 72(2), 131-175.
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preferences for school science investigations. Science Education, 941-967.
Yenilmez, A., & Tekkaya, C. (2006). Enhancing students’ understanding of photosynthesis and respiration in plant through conceptual change approach. Journal of Science Education and Technology, 15(1), 81-87.
Yip, D. Y. (1998). Identification of misconceptions in novice Biology teachers and remedial strategies for improving Biology learning. International Journal of Science Education, 20(4), 461-477.
Yip, D. Y. (2007). Biology students’ understanding of the concept of hypothesis. Teaching Science The Journal of the Australian Science Teachers Association, 53(4), 23-27.
Zhao, Y. (2011). Students as change partners: A proposal for educational change in the age of globalization. Journal of Educational Change, 12(2), 267-279.
DOI: http://dx.doi.org/10.3968/12304
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Audrey O'Grady
This work is licensed under a Creative Commons Attribution 4.0 International License.
Share us to: 
Reminder
- How to do online submission to another Journal?
- If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:
1. Register yourself in Journal B as an Author
- Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.
2. Submission
- Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:
[email protected]; [email protected]; [email protected]
Articles published in Higher Education of Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).
HIGHER EDUCATION OF SOCIAL SCIENCE Editorial Office
Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138
Website: Http://www.cscanada.net Http://www.cscanada.org
E-mail: [email protected]; [email protected]
Copyright © 2010 Canadian Research & Development Center of Sciences and Cultures 
