Photosynthesis is the most important biochemical process on Earth and, given its broadness and conceptual complexity, one of the most challenging topics to teach. Students have difficulties understanding the photosynthesis processes because they are abstract and take place at the molecular level. The aim of this thesis was to explore the knowledge of photosynthesis, to discover the attitudes towards biology and photosynthesis, and to identify the conception of food among students of biotechnical education. That was the basis for preparing a model of a unit on photosynthesis to improve both knowledge about photosynthesis and attitudes towards biology and photosynthesis. The study involved 1014 students from three biotechnical schools and from thirteen biotechnical education programs in Slovenia. Data were collected through photosynthesis knowledge tests and attitude questionnaires. We have prepared a teaching unit on photosynthesis and conducted it on a sample of 330 students, using the classical teaching method (control group) and the method of conceptual change (experimental group). We found that participants are aware of the importance of photosynthesis for life on Earth, but their knowledge of photosynthesis is not satisfactory (less than 60% of points achieved), especially regarding the main function of photosynthesis. We have found that with an appropriately planned learning unit about photosynthesis, a better knowledge of photosynthesis can be achieved than with the classical teaching method. The classical teaching method improved the achievement of students by 6.1%, while according to the method of conceptual change the achievement of students improved by 24.3% and was statistically significantly higher in all issues. Their attitudes towards biology and biology lessons were also statistically significantly more positive after the method of conceptual change than after the classical teaching method.
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