Abstrakt
This review study focuses on the teaching of photosynthesis, and it builds on previous review studies. The aim of this study is to present the findings to readers and thus contribute to improving the training of future teachers and student education.
This study conducted a critical review of the topic of photosynthesis education, by examining 80 systematically selected articles through quantitative and qualitative approaches. The quantitative analysis highlighted the increasing number of studies in recent years and helped identify the main issues, namely teaching methods and misconceptions.
In contrast, the qualitative conceptualization showed that photosynthesis education is a key topic for the development of science literacy and serves as a model for how teachers can educate students on difficult and complex issues. An alarming issue is that misconceptions adopted in childhood are powerful and often persist into adulthood (including teachers).
Professional education on photosynthesis is not possible without pedagogical content knowledge, the identification of student concepts, activating methods of learning, and methodical work with scientific language and thinking.