Photosynthesis is one of the key concepts in the curriculum. However, it is an abstract and difficult topic, and so pupils have many false assumptions and misconceptions. False assumptions and misconceptions are not easy to change despite instruction because they are deep rooted. Nevertheless, with the right approach in the classroom and with the right attitude toward the subject, the teacher can significantly reshape pupils’ false assumptions and misconceptions about photosynthesis as well as their process of learning new information.
Individuals form attitudes through life that have an important impact on their perception of themselves, other people, and objects. The development of these attitudes is influenced by various factors that an individual is consciously and subconsciously exposed to. During education, the shaping of these attitudes is largely influenced by teachers, peers, and the classroom atmosphere.
This study examines knowledge about photosynthesis among primary school pupils in seventh, eighth and ninth grade. The interests of the study were also pupils’ attitudes toward biology, biology as a class subject, and photosynthesis. The differences in these three categories were observed between sexes, from different classrooms and different schools. Furthermore, I wanted to clarify whether there is a connection between attitudes toward biology in general and pupils’ knowledge about photosynthesis.
This study was carried out at two primary schools in Savinjska dolina. The sample consisted of 192 primary school pupils in seventh, eighth, and ninth grade. They had to answer nine questions on a multiple-choice anonymous quiz. In the survey part, we used a Likert scale to express how much they agreed with four statements regarding their attitude toward photosynthesis and thirty-six statements regarding their attitude toward biology and biology as a class subject.
The quiz results showed that the pupils’ knowledge about photosynthesis is satisfactory beacue overall they scored 63,2 %. They are most unfamiliar with the main function of photosynthesis because they perceive it as oxygen formation instead of glucose formation. In comparison with girls, boys answered more questions correctly. Seventh-grade pupils showed better knowledge of photosynthesis than ninth- and eighth-grade pupils. There was no difference in pupils’ knowledge between schools.
The results show that pupils have a positive attitude toward biology as a class subject as well as toward biology as a science. There were no statistically important differences in the attitudes toward biology as a class subject between sexes. Seventh-grade pupils have a more positive attitude towards biology as a class subject than eighth- and ninth-grade pupils. There were no differences in pupils’ attitudes toward biology as a class subject between schools.
The pupils have a positive attitude toward photosynthesis. There were differences in the attitude toward photosynthesis comparing pupils from different schools and comparing pupils from different grades (seventh-grade pupils have a more positive attitude). There was no difference in the attitude toward photosynthesis between sexes.
There is a connection between knowledge about photosynthesis and attitudes toward biology as a science as well as toward biology as a class subject. Pupils that know more about photosynthesis also have a more positive attitude toward biology.
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