Photosynthesis is an essential biochemical process in which energy-rich organic nutrients for photosynthetic as well as heterotrophic organisms are produced from simple inorganic molecules. It is one of the central topics in school biology and therefore included in most biology curricula. It provides a basis for understanding ecosystems (Eisen & Stavy, 1988; Stavy, Eisen, & Yaakobi, 1987; Taiz & Zeiger, 2006). For students, photosynthesis is one of the most challenging biology topics (Gobec & Strgar, 2019; Marmaroti & Galanopolou, 2006; Stavy, Eisen, & Yaakobi, 1987; Svandova, 2014; Waheed & Lucas, 1992). One of the reasons for this is that it is an abstract process that cannot be observed with the naked eye (Brown & Schwartz, 2009; Russel, Netherwood, & Robinson, 2004). It is also a complex topic that requires understanding of several fundamental concepts (gas, transformation of energy, chemical transformation) and how they are interconnected (Helldén, 2005; Hogan & Fisherkeller, 1966; Magntorn & Helldén, 2007; Marmaroti & Galanopolou, 2006) which students find difficult to comprehend (Barker & Carr, 1989; Bell, 1985; Simpson & Arnold, 1982; Waheed & Lucas, 1992). As a consequence, students learn it by rote, which renders their knowledge of photosynthesis unusable (Cañal, 1999). Furthermore, this type of learning process does not influence students’ misconceptions, so they do not develop their understanding of photosynthesis. The traditional method of teaching photosynthesis usually involves describing the process while using a great deal of terminology not previously known to students. Often this process is taught only on a molecular level, despite the lack of chemical knowledge among many students (Ameway, 2016). It had become evident that for most students, traditional lessons were not effective in accomplishing educational objectives of photosynthesis as students were unable to understand this process even after a relatively long time of learning, (Anderson, Sheldon, & Dubay, 1990; Marmaroti & Galanopolou, 2006; Movahedzadeh, 2012; Näs, 2012). Considering photosynthesis, students had difficulties understanding (1) reactants and products, (2) chemical changes (they lack the concept of substance transformation), and (3) chemical reactions involving gases (Anderson, 1986; Barker & Carr, 1989; Carlsson, 2002; Hesse & Anderson, 1992; Katja Gobec Vocational College, School Centre Šentjur, Slovenia Jelka Strgar University of Ljubljana, Slovenia Abstract. This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students’ attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education.

中文翻译：

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概念改变方法对理解植物质量增加的有效性

光合作用是一种重要的生化过程，在该过程中，用于光合生物和异养生物的富含能量的有机营养物是由简单的无机分子产生的。它是学校生物学的中心主题之一，因此包含在大多数生物学课程中。它为理解生态系统提供了基础（Eisen & Stavy，1988；Stavy、Eisen 和 Yaakobi，1987；Taiz & Zeiger，2006）。对于学生来说，光合作用是最具挑战性的生物学课题之一（Gobec & Strgar, 2019; Marmaroti & Galanopolou, 2006; Stavy, Eisen, & Yaakobi, 1987; Svandova, 2014; Waheed & Lucas, 1992）。其原因之一是它是一个无法用肉眼观察到的抽象过程（Brown & Schwartz，2009 年；Russel、Netherwood 和 Robinson，2004 年）。这也是一个复杂的话题，需要了解几个基本概念（气体、能量转化、化学转化）以及它们如何相互关联（Helldén，2005；Hogan & Fisherkeller，1966；Magntorn & Helldén，2007；Marmaroti & Galanopolou，2006 ) 学生发现难以理解的内容 (Barker & Carr, 1989; Bell, 1985; Simpson & Arnold, 1982; Waheed & Lucas, 1992)。结果，学生死记硬背，这使得他们的光合作用知识无法使用（Cañal，1999）。此外，这种学习过程不会影响学生的误解，因此他们没有发展对光合作用的理解。传统的光合作用教学方法通常涉及描述过程，同时使用大量学生以前不知道的术语。尽管许多学生缺乏化学知识，但通常只在分子水平上教授这个过程（Ameway，2016）。很明显，对于大多数学生来说，传统课程在实现光合作用的教育目标方面效果不佳，因为即使经过相对长时间的学习，学生也无法理解这一过程（Anderson、Sheldon 和 Dubay，1990 年；Marmaroti 和 Galanopolou , 2006; Movahedzadeh, 2012; Näs, 2012)。考虑到光合作用，学生很难理解 (1) 反应物和产物，(2) 化学变化（他们缺乏物质转化的概念），以及 (3) 涉及气体的化学反应（Anderson，1986；Barker & Carr，1989；Carlsson， 2002；Hesse & Anderson，1992；Katja Gobec 职业学院，学校中心 Šentjur，斯洛文尼亚 Jelka Strgar 卢布尔雅那大学，斯洛文尼亚摘要。本研究旨在评估概念转变方法对斯洛文尼亚 414 名农业教育学生理解增加植物质量概念的影响。在光合作用中，会产生生物质，因此了解这些过程对于成功的农业至关重要。使用在传统和实验教学单元之前和之后进行的知识测试和问卷收集数据。结果得出的结论是，概念转变的方法（实验教学单元）在提高对太阳能和二氧化碳对植物质量增加的贡献的理解方面比传统方法更有效。关于植物通过根部获得的矿物质贡献的知识的提高没有显着差异。应该进一步测试了解水对质量增加的贡献，因为在学生中发现的影响结果的意外误解。实验教学单元结束后，学生对生物和光合作用的态度明显好转。考虑到这些发现，应使用概念转变的方法准备其他主题，以帮助农业教育中的生物学和科学教师。应该进一步测试了解水对质量增加的贡献，因为在学生中发现的影响结果的意外误解。实验教学单元结束后，学生对生物和光合作用的态度明显好转。考虑到这些发现，应使用概念转变的方法准备其他主题，以帮助农业教育中的生物学和科学教师。应该进一步测试了解水对质量增加的贡献，因为在学生中发现的影响结果的意外误解。实验教学单元结束后，学生对生物和光合作用的态度明显好转。考虑到这些发现，应使用概念转变的方法准备其他主题，以帮助农业教育中的生物学和科学教师。