Arguments for Using Formative Assessments Throughout Photosynthesis
Unit to Modify Curriculum
Clark (2010) and Brookhart (2007) have found ongoing formative assessments give educators needed insight to modify teaching and learning activities to improve student attainment.
Struble (2007) insists graphic organizers, such as KWL charts, can be used as great formative assessments to learn how students are progressing throughout a unit.
Arguments for Using Creative Formative and Summative Assessments
Waters and Straits (2008) found that using performance based assessments such as singing, allows students to use their creativity when being assessed continuously throughout a unit.
Beckstead (2008) uses science journals, specifically writing pieces that are written after an experiment is complete, as a summative assessment.
Arguments for Teaching Photosynthesis through Inquiry
McLaughlin, Hampton, and Moxham (1999) implemented a unit consisting of eight lessons to teach photosynthesis using inquiry, including building a grass globe which allowed students to predict, observe, measure, and analyze grass growth.
Pierce (2001) insists inquiry learning in science can successfully be conducted in six steps: (Day 1 - Develop Questions, Day 2 - Develop Predictions, Day 3 - Construct a Data Sheet, Day 4 - Plans and Materials, Day 5 - Experiment, and Day 6 - Hold a Science Conference. Each step should take between 45 and 60 minutes each day.
Piper and Shaw (2010) believe inquiry learning is the way to teach photosynthesis to general education students and English Language learners (ELL) because you can reach varying linguistic needs using visual representation and experimentation.
Arguments for Teaching Photosynthesis through Song and Music
Bintz (2010) discovered the use of song, rhythm, instruments, and melodies to build on young student's oral language skills and content learning because students are able to chunk words together that flow with a beat.
McLaughlin et al. (1999) implemented a lesson in which they developed a song on photosynthesis to help students remember the process through rhythm and gestures.
Arguments for Teaching Photosynthesis Using Student Wonderings
Kulas (1995) notes that students learn best when they are interested and motivated through their own curiosity, especially in science. She adds that a great way to learn about students interests is through science journals, which give students an opportunity to write about things they want to learn about.
McLaughlin et al. (1999) implemented a lesson for students to discover how the food they eat is a result of photosynthesis, which stemed from the student's curiosities about where their food comes from.
Arguments for Teaching Photosynthesis to Identify and Correct Student Misconceptions
Stovall and Nesbit (2003) found if you identify student misconceptions at an early age through formative assessments consisting of a pretest, you can discover student misconceptions to build upon accurate information.
McLaughlin et al. (1999) discovered young student's misconceptions on photosynthesis using a KWL chart by having students fill in the "K" section of the chart, to understand what students thought they already knew about photosynthesis.
