Conceptions and misconceptions of students about photosynthesis and cellular respiration in plants Basha Garkebo*, Wodajo Amente*, Menkir Sissay*, Alemayehu Yibekal** *College of Natural and Computational Sciences, Haramaya University, Ethiopia **College of Agriculture and Environmental Sciences, Haramaya University, Ethiopia Online published on 11 April, 2014. Abstract This study was meant to investigate students’ conceptions and misconceptions about Photosynthesis and cellular Respiration in Plants. The study was conducted in two secondary schools (Arboye and Dera) found in the eastern Arsi Zone in Ethiopia. A randomly selected 220 (M=140 & F=80) grade 10 students were the participants of the study. Interviews, questionnaires, classroom observations, document analysis and Two-tier diagnostic test (TTDT) of Photosynthesis and Respiration in Plants were the tools of data collection. Data were analyzed by using both qualitative and quantitative methods. The results of the analysis showed that the major sources of misconceptions related to Photosynthesis and Respiration in plants were, (i). Students’ prior knowledge and concept about Photosynthesis and Respiration in plants (ii). Competence of and methods of instruction practiced by biology teachers (such as mainly depending on lectures), (iii). Lack of practical parts (both field and lab) in teaching Photosynthesis and Respiration in plants and, (iv). Teachers’ prior knowledge and conception about Photosynthesis and Respiration in plants. On the other hand, the common misconceptions held by students of both schools were related to definitions of Photosynthesis and Respiration, energy sources for Photosynthesis, chemical reactions of Photosynthesis, concepts of plant nutrition, the role of water and leaves in plants, gas exchange, the role of light and chlorophyll in Photosynthesis, the relationships between food and energy, and the nature of Respiration and energy transformation. Even though the levels of misconceptions vary, they were observed among most of the students in all the areas of selected topics. However, high levels of misconceptions were observed (in more than 50% of students in both schools) in defining Photosynthesis and concept of food making by green plants. Lastly, biology teachers’ methods of instruction to teach Photosynthesis and Respiration and techniques used to remediate students’ misconceptions were found to be ineffective and were not in line with the methods of teaching depicted in the textbook, syllabus and teacher's guide. Thus, it is recommended that biology teachers: should be trained on how to identify and alleviate students’ misconceptions; use instructional approaches described in the teacher's guide, textbook and syllabus; Carryout practical (field and lab) activities to augment the theoretical lessons treated in the classroom; and encourage students to reveal out their learning difficulties and misconceptions they experience. In addition, concerned bodies should fulfill all the required facilities, chemicals and equipments required for the practical activities. Lastly, unwittingly, teachers may transmit their misconceptions to their students. This will obviously affect students’ learning negatively. Thus, it is recommended that teachers’ levels and sources of misconceptions in biology should be studied. Top Keywords Conceptions, Misconception, Photosynthesis, Respiration, Two-tier diagnostic test (TTDT). Top |