Reference URL: https://files.eric.ed.gov/fulltext/ED283713.pdf
Publication Title: National Association for Research in Science Teaching (59th, San Francisco, CA, March 28-31, 1986).
Author: Treagust, David F.; Haslam, Filocha
Volume:
Page Number: 1-24
Publication Year: 1986
Abstract:

Based on the premise that multiple choice tests can
be used as diagnostic tools for teachers in identifying and remedy in student misconceptions, this study focused on . the development of an instrument for diagnosing secondary students' understanding of photosynthesis and respiration. Information is presented on: (1)procedures of development of the two-tier instrument for assessing students' understandings of photosynthesis and respiration in plants; (2) test results based on administration to_students of secondary schools from Perth, Western Australia; and (3)_application possibilities for teachers in a classroom setting. Propositional statements representing the knowledge required to comprehend the mechanisms of photosynthesis and respiration are listed and sample questions from the instrument are included. Also identified are representative students' misconceptions from a series of pilot studies on photosynthesis and respiration in plants.

Reference URL: https://files.eric.ed.gov/fulltext/ED283713.pdf
Publication Title: National Association for Research in Science Teaching (59th, San Francisco, CA, March 28-31, 1986).
Author: Treagust, David F.; Haslam, Filocha
Volume:
Page Number: 1-24
Publication Year: 1986
Abstract:

Based on the premise that multiple choice tests can
be used as diagnostic tools for teachers in identifying and remedy in student misconceptions, this study focused on . the development of an instrument for diagnosing secondary students' understanding of photosynthesis and respiration. Information is presented on: (1)procedures of development of the two-tier instrument for assessing students' understandings of photosynthesis and respiration in plants; (2) test results based on administration to_students of secondary schools from Perth, Western Australia; and (3)_application possibilities for teachers in a classroom setting. Propositional statements representing the knowledge required to comprehend the mechanisms of photosynthesis and respiration are listed and sample questions from the instrument are included. Also identified are representative students' misconceptions from a series of pilot studies on photosynthesis and respiration in plants.

Misconceptions

1. 1.Respiration in green plants takes piece only during the day and respiration does not take place in the presence of light energy. 2.Carbon dioxide gas is given off in largest amounts by greet plants in the presence of sunlight. 3.Photosynthesis occurs in green plants all the time, it can occur when there is no light energy. 4. Carbon dioxide is used in respiration when there is no light energy to photosynthesis. 5. Oxygen gas is used in respiration which only occurs in green plants when there is no light energy to photosynthesis. 6. Green plants stop photosynthesizing when there is light energy at all so they continue to respire and give off oxygen gas. 7. Green plants respire only when there is to light energy. 8.Green plants make their food from oxygen gas in the presence of light energy. 9.Respiration in plant takes place in the cells of the leaves only since only leaves have special pores to exchange gases. 10. Respiration in green plants provides energy to live and is a chemical process by which plants manufacture food from water and carbon dioxide.{Scientific Subjects: Biology, Systems in Plants}
2. 1.Respiration in green plants takes piece only during the day and respiration does not take place in the presence of light energy.{Age/Grade: 3-5}{Scientific Subjects: Biology, Systems in Plants}