Photosynthesis is the most important biochemical process on Earth. Most
living beings depend on it directly or indirectly. Knowledge about photosynthesis
enables us to understand how the world functions as an ecosystem
and how photosynthesis acts as a bridge between the non-living and
living worlds. It is, therefore, understandable that photosynthesis is included
in national curricula around the world. The practice unfortunately
shows that students at all school levels mostly learn about photosynthesis
by rote. Consequently, they have difficulties understanding this vital process.
Research also shows many misconceptions in relation to photosynthesis
among students of different ages. Based on these, the main aim of
our study was to explore the scientific conceptions about photosynthesis
held by primary school pupils and student teachers of biology. Data were
collected using a questionnaire containing seven biology content questions.
The sample consisted of 634 participants, 427 primary school pupils
(aged 11–14), and 207 student teachers of biology (aged 20–23). We found
that the populations of primary school pupils and student teachers of biology
differ greatly concerning scientific conceptions of photosynthesis. The
student teachers showed good and complex understanding of photosynthesis,
while pupils showed some misconceptions (location of chlorophyll
and photosynthesis in a plant, transformation of energy in photosynthesis).
Analysis of the development of scientific conceptions about photosynthesis
with age showed that there is very little progress among primary
school pupils and none among biology student teachers. More involvement
of student teachers of biology in practical work at primary schools
during their study was suggested to make student teachers aware of, and
better understand pupils’ misconceptions.
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