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Please use this identifier to cite or link to this item: http://repository.li.mahidol.ac.th/dspace/handle/123456789/14396
Title: PROMOTING STUDENTS' CONCEPTUAL UNDERSTANDING OF PLANT DEFENSE RESPONSES USING THE FIGHTING PLANT LEARNING UNIT (FPLU)
Authors: Nantawan Nantawanit
Bhinyo Panijpan
Pintip Ruenwongsa
Institute for the Promotion of Teaching Science and Technology
Mahidol University
Keywords: Mathematics;Social Sciences
Issue Date: 1-Aug-2012
Citation: International Journal of Science and Mathematics Education. Vol.10, No.4 (2012), 827-864
Abstract: Most students think animals are more interesting than plants as a study topic believing that plants are inferior to animals because they are passive and unable to respond to external challenges, particularly biological invaders such as microorganisms and insect herbivores. The purpose of this study was to develop an inquiry-based learning unit, the Fighting Plant Learning Unit (FPLU), which focuses on plant defense responses to biological stimuli. The study also investigated students' perceptions of the FPLU implemented in a constructivist classroom. A total of 31 Thai science majors from grade 12 participated in this study. Multiple data-gathering techniques (quantitative and qualitative) were employed: conceptual testing, concept mapping, the Constructivist Learning Environment Survey questionnaire and semi-structured interviews. It was found that from their active participation, the students developed a better conceptual understanding of plant defense mechanisms. In addition, they appeared to have positive attitudes toward the FPLU as eviden ced by their preference for inquiry-based teaching in a constructivist learning environment. Finally, their perspectives on and appreciation of plants as active organisms had been favorably changed by the experience. © 2011 National Science Council, Taiwan.
URI: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84864324032&origin=inward
http://repository.li.mahidol.ac.th/dspace/handle/123456789/14396
ISSN: 15731774
15710068
Appears in Collections:Scopus 2011-2015

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