How can students learn about photosynthesis? The outcomes of a teaching design based on the Photosynthesis Literacy Framework

Abstract

Photosynthesis education is often perceived as abstract and challenging. The Photosynthesis Literacy Framework was developed with the dual aim of mitigating students’ learning difficulties, and increasing the topic’s relevance by framing photosynthesis within societal and sustainability issues. This article presents an effect study in which a teaching design based on the framework was implemented and assessed compared with a control group that was taught in the traditional way. A mixed-method design was used, involving quantitative pre- and post-tests for both groups, and qualitative classroom observations and student interviews for the intervention (experimental) group. A thematic analysis was applied to the qualitative data to identify possible pedagogical features of the teaching design that supported students’ development of photosynthesis literacy. The teaching design was found to be effective, with the experimental group showing significant improvements in photosynthesis literacy in most of its dimensions compared with the control group, especially regarding scientific understanding. Four key features of the teaching design that supported its effectiveness were: authentic experiences; active participation; wonder and fascination; and collaborative work. The teaching design is recommended for use in various contexts, to provide effective and meaningful learning in photosynthesis education.