Teaching and learning about photosynthesis. Part 2: A generative learning strategy

Abstract

A new strategy exploring the material aspects of photosynthesis (carbohydrate production) based on the generative learning model of Osborne and Wittrock (1985) has been developed. A teaching package entitled ‘Where Does The Wood Come From?’ has been trialled by an experienced and sympathetic teacher with a middle ability class of 26 fourth formers (14‐year‐olds). Seventy‐one per cent of the students acquired a view of photosynthesis as a carbohydrate‐producing process. This contrasts with the usual guided discovery strategy, where a food‐making view is the major outcome. Some novel techniques for implementing constructivist theory in the classroom (investigations, surveys, a self‐teach booklet, checkpoints) are described. Modifications to the generative learning model itself, especially its apparently sequential nature, are suggested.