NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ939404
Record Type: Journal
Publication Date: 2006
Pages: 5
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-0021-9266
Modelling Photosynthesis to Increase Conceptual Understanding
Ross, Pauline; Tronson, Deidre; Ritchie, Raymond J.
Journal of Biological Education, v40 n2 p84-88 2006
Biology students in their first year at university have difficulty understanding the abstract concepts of photosynthesis. The traditional didactic lecture followed by practical exercises that show various macroscopic aspects of photosynthesis often do not help the students visualise or understand the submicroscopic (molecular-level) reactions that are occurring within the chloroplast membranes. If students can construct their own complex concepts in small steps, with guidance from lecturers and demonstrators (teaching assistants) to ensure they are not building-in "new" misconceptions, they are more likely to form positive attitudes towards further study and raise their self-esteem about learning strategies. This paper describes a teaching/re-teaching sequence of the light-dependent reactions of photosynthesis that presents the students with a range of learning and teaching approaches. Following a traditional didactic lecture, students have a practical exercise where they make their own models of chloroplasts, reinforced by small-group discussion sessions where they make their own diagrammatic summary. Online resources and textbooks are available for private study. The re-teaching step is an interactive lecture appealing to a range of learning modalities. Using this teaching and learning strategy, students increasingly use metacognitive skills to aid their further understanding of the submicroscopic world of atoms and molecules. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A