• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.712-729
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• 2009

This study aims to research high school students' misconception of botanic photosynthesis and respiration, and as the measure of rectifying the misconception, to develop the teaching program based on Driver's conceptual change model, applying it to classes and observing the effect. Selected as the research subject was sixty-six students in 1st year of a highschool located in Busan who had chosen Biology Learning as discretionary subject, with their conceptual level on botanic photosynthesis and respiration researched through tests in drawing and descriptive writing. As a consequence of applying drawing as a way of classifying the levels of students' misconception on photosynthesis and respiration, many students' drawings included their misconception caused by textbooks or scientists, but after application of Driver's conceptual change model, they drew scientific drawings including the fundamental factors of botanic photosynthesis and respiration such as light, carbon dioxide, water, glucose, oxygen, leaf, chloroplast, mitochondria, stoma, and energy. Likewise, as a result of the descriptive writing test implemented for researching the students' conception on the various aspects of botanic photosynthesis and respiration, many students in the pretest showed misconception on the point of time and location at which botanic photosynthesis and respiration occur, botanic nutrient, the role of a leaf in photosynthesis, and the relation between botanic photosynthesis and respiration, but after teaching based on Driver's conceptual change model, their misconceptions on photosynthesis and respiration were rectified to a high degree.