‭ isconceptions Interviews‬

M
‭**All students’ names have been replaced with pseudonyms‬

‭ opic:‬‭Photosynthesis‬
T
‭Misconception:‬‭Plants take in carbon dioxide for food‬‭through photosynthesis and this is how‬
‭they grow.‬‭(Alberts et al., 2014)‬
‭Instead:‬‭Photosynthesis is the process by which plants‬‭use sunlight, carbon dioxide, and water to‬
‭create products of oxygen and energy in the form of sugar‬‭. Through this misconception, it is‬
‭important to challenge the idea that plants only take in carbon dioxide for food as this process‬
‭includes much more than this. Additionally, the development of these misconceptions could have‬
‭been from using simple classroom models that could be inadequate or lack the correct and proper‬
‭information to clearly understand the key concepts within photosynthesis.‬

I‭ nterview 1‬
‭Student: Abby, 8th Grade, Middle School, Average/Low Achieving Student‬
‭Question‬ ‭Student’s Response‬ ‭Scientific Response‬

‭ hen you hear the word‬

W ‭ mm… the growth of‬
U ‭N/A‬
‭photosynthesis, what do‬ ‭plants and energy.‬
‭you think about?‬

‭ hat is photosynthesis?‬
W I‭ t’s the process of plants‬ ‭ hotosynthesis is the process‬
P
‭Why is it important?‬ ‭growing and giving out‬ ‭plants use to turn sunlight, carbon‬
‭oxygen. Umm… so for all‬ ‭dioxide, and water into sugar‬
‭living things to grow and for‬ ‭(food) and oxygen. Without it, we‬
‭food and living.‬ ‭would not be alive and there‬
‭would be no oxygen present.‬

‭ hich very important gas‬ U

W ‭ mm… oxygen and carbon‬ ‭ xygen is the gas given off as a‬
O
‭is given off as a‬ ‭dioxide.‬ ‭by-product of photosynthesis and‬
‭by-product of‬ ‭released into the air we breathe.‬
‭photosynthesis? What do‬ ‭Plants and algae are responsible‬
‭plants take in to produce‬ ‭for producing this and take in‬
‭this?‬ ‭carbon dioxide to then produce‬
‭oxygen as a result.‬
‭ hat type of energy does‬
W ‭Umm… light energy.‬ ‭ ight energy is required by‬
L
‭photosynthesis require?‬ ‭photosynthesis and transfers‬
‭electrons from water taken up by‬
‭plant roots to CO2 to produce‬
‭carbohydrates. This energy is also‬
‭trapped by chlorophyll molecules‬
‭which are packed into the‬
‭chloroplasts.‬

I‭ f the rate of‬ ‭Less growth of the plant.‬ ‭ rowth is the rate of‬
G
‭photosynthesis is reduced,‬ ‭photosynthesis which is an‬
‭which of the important‬ ‭important process that is reduced.‬
‭processes is also reduced?‬ ‭Photosynthesis makes sugars‬
‭which are then used to make the‬
‭biomass of the plant itself. More‬
‭photosynthesis means more sugars‬
‭which can be used to grow a‬
‭bigger plant.‬

‭ armers will use heated‬

F ‭ mm… I don’t really know‬ T
U ‭ emperature is what increases to‬
‭greenhouses for faster‬ ‭that one.‬ ‭then increase the rate of‬
‭growth of crops. What‬ ‭photosynthesis. With this‬
‭increases to then increase‬ ‭photosynthesis is a series of‬
‭the rate of‬ ‭chemical reactions and usually‬
‭photosynthesis?‬ ‭increases in speed as temperature‬
‭is increased.‬

‭ here does the water‬

W ‭The rain.‬ ‭ he water needed for‬
T
‭needed for photosynthesis‬ ‭photosynthesis usually comes‬
‭usually come from?‬ ‭from the soil. With this, root hairs‬
‭absorb the water needed by the‬
‭plant for photosynthesis from the‬
‭soil. Also, this water then‬
‭transpires through the plant‬
‭stomata.‬

‭ hat part of the plant‬

W ‭ he root or the chloroplast‬
T ‭ he chloroplast stores energy from‬
T
‭does photosynthesis occur‬ ‭I’m not really for sure on‬ ‭the sun and is where‬
‭in?‬ ‭this one.‬ ‭photosynthesis takes place.‬
‭Chlorophyll is also the primary‬
 ‭ igment used for photosynthesis‬
p
‭and gives plants their green color.‬

‭Summary of Abby’s Knowledge:‬

‭Abby had a good understanding of the basic key components of photosynthesis. Looking‬
‭back through her responses I thought she definitely lacked some confidence when answering the‬
‭questions, but I think this is very common for a majority of people especially when answering‬
‭questions pertaining to a topic, she did not know a lot about. Early on in the interview, she‬
‭understood that photosynthesis includes oxygen and carbon dioxide but switched the concepts to‬
‭what is produced and what is taken in by the plant. With this, Abby did a great job of trying to‬
‭think through the majority of the questions and was able to identify a few correct answers but,‬
‭when she did answer her answers were very short. Along with this, it seemed that she lacked‬
‭confidence which resulted in her not being very talkative as she did not want to say the wrong‬
‭answer. I did notice that when it came to the question about the greenhouse, she did not even try‬
‭to answer but instead struggled to think about it and did not really understand what it was asking.‬
‭I did try to reword the question for her, but she still struggled to find an answer that she thought‬
‭could fit. Overall, I felt she tried her best to answer the questions using previous knowledge and‬
‭mostly just needed confidence and support in her answers. Additionally, some activities that‬
‭could help her move her understanding to the next step could be a photosynthesis lab where she‬
‭can see what occurs. Another idea would be to create a model that could help her explain her‬
‭thinking and further break down the steps, or even a light activity/experiment with plants.‬

I‭ nterview 2‬
‭Student: Rachel, 10th Grade, High School, Average Student‬
‭Question‬ ‭Student’s Response‬ ‭Scientific Response‬

‭ hen you hear the word‬

W I‭ think about plants going‬ ‭N/A‬
‭photosynthesis, what do‬ ‭through their growing phase.‬
‭you think about?‬

‭ hat is photosynthesis?‬
W ‭ hotosynthesis is the‬
P ‭ hotosynthesis is the process‬
P
‭Why is it important?‬ ‭growing cycle that a plant‬ ‭plants use to turn sunlight, carbon‬
‭goes through in order for it to‬ ‭dioxide, and water into sugar‬
‭become mature. It is‬ ‭(food) and oxygen. Without it, we‬
‭important so that the plant is‬ ‭would not be alive and there‬
‭able to receive food and live‬ ‭would be no oxygen present.‬
‭longer and to live.‬
‭ hich very important‬
W ‭ hey give off, I think it is‬
T ‭ xygen is the gas given off as a‬
O
‭gas is given off as a‬ ‭carbon dioxide. They take in‬ ‭by-product of photosynthesis and‬
‭by-product of‬ ‭oxygen. I think but I can’t‬ ‭released into the air we breathe.‬
‭photosynthesis? What do‬ ‭remember for sure.‬ ‭Plants and algae are responsible‬
‭plants take in to produce‬ ‭for producing this and take in‬
‭this?‬ ‭carbon dioxide to then produce‬
‭oxygen as a result.‬

‭ hat type of energy does‬ I‭ t requires the sun and the‬

W ‭ ight energy is required by‬
L
‭photosynthesis require?‬ ‭energy that the sun gives off‬ ‭photosynthesis and transfers‬
‭like solar energy.‬ ‭electrons from water taken up by‬
‭plant roots to CO2 to produce‬
‭carbohydrates. This energy is also‬
‭trapped by chlorophyll molecules‬
‭which are packed into the‬
‭chloroplasts.‬

I‭ f the rate of‬ I‭ don’t know for sure, but‬ ‭ rowth is the rate of‬
G
‭photosynthesis is‬ ‭maybe you are slowing down‬ ‭photosynthesis which is an‬
‭reduced, which of the‬ ‭the plants growing.‬ ‭important process that is reduced.‬
‭important processes is‬ ‭Photosynthesis makes sugars‬
‭also reduced?‬ ‭which are then used to make the‬
‭biomass of the plant itself. More‬
‭photosynthesis means more sugars‬
‭which can be used to grow a‬
‭bigger plant.‬

‭ armers will use heated‬

F ‭ mm… like the amount of‬
U ‭ emperature is what increases to‬
T
‭greenhouses for faster‬ ‭carbon or the amount of‬ ‭then increase the rate of‬
‭growth of crops. What‬ ‭oxygen it receives.‬ ‭photosynthesis. With this‬
‭increases in the‬ ‭photosynthesis is a series of‬
‭greenhouse to then‬ ‭chemical reactions and usually‬
‭increase the rate of‬ ‭increases in speed as temperature‬
‭photosynthesis?‬ ‭is increased.‬
 ‭ here does the water‬
W I‭ t usually comes from like‬ ‭ he water needed for‬
T
‭needed for‬ ‭rain that goes into the soil.‬ ‭photosynthesis usually comes‬
‭photosynthesis usually‬ ‭from the soil. With this, root hairs‬
‭come from?‬ ‭absorb the water needed by the‬
‭plant for photosynthesis from the‬
‭soil. Also, this water then‬
‭transpires through the plant‬
‭stomata.‬

‭ hat part of the plant‬

W ‭ mm… I don’t know if I‬
U ‭ he chloroplast stores energy from‬
T
‭does photosynthesis‬ ‭know this. Is this chlorophyll‬ ‭the sun and is where‬
‭occur in?‬ ‭or actually I think it is‬ ‭photosynthesis takes place.‬
‭chloroplast.‬ ‭Chlorophyll is also the primary‬
‭pigment used for photosynthesis‬
‭and gives plants their green color.‬

‭Summary of Rachel’s Knowledge:‬

‭Rachel had a basic understanding of photosynthesis and a good understanding of how‬
‭plants utilize this to take in carbon dioxide to produce oxygen. With the answers she provided‬
‭she seemed to have confidence in her answers at the beginning but lacked certainty in her‬
‭answers at the end. Keeping this in mind, Rachel did mention at the beginning of the interview‬
‭that she has grown up with agriculture in her life, and in return, this could have benefited her in‬
‭the responses she provided. For the most part, I would say that Rachel understood photosynthesis‬
‭more in-depth than others her age and could provide longer answers for basic and a few‬
‭intermediate concepts of photosynthesis. Additionally, some activities that could help her move‬
‭her understanding to the next step could be a photosynthesis lab where she can see what occurs.‬
‭Another idea would be to create a model that could help her explain her thinking and further‬
‭break down the steps, or even a light activity/experiment with plants.‬

I‭ nterview 3‬
‭Student: Emma, 12th Grade, High School, Diff Student‬
‭Question‬ ‭Student’s Response‬ ‭Scientific Response‬

‭ hen you hear the word‬ P

W ‭ lants, oxygen being‬ ‭N/A‬
‭photosynthesis, what do‬ ‭produced from plants, plants‬
‭you think about?‬ ‭turning carbon dioxide into‬
‭oxygen to grow‬
‭Question‬ ‭Student’s Response‬ ‭Scientific Response‬

‭ hat is photosynthesis?‬
W ‭ hotosynthesis is when the‬
P ‭ hotosynthesis is the process‬
P
‭Why is it important?‬ ‭sun comes down on the plant‬ ‭plants use to turn sunlight, carbon‬
‭and then plant uses it to turn‬ ‭dioxide, and water into sugar‬
‭the CO‬‭2‬ ‭into oxygen. It is‬ ‭(food) and oxygen. Without it, we‬
‭important because then we‬ ‭would not be alive and there would‬
‭can breathe.‬ ‭be no oxygen present.‬

‭ hich very important‬

W ‭ xygen, they take in carbon‬
O ‭ xygen is the gas given off as a‬
O
‭gas is given off as a‬ ‭dioxide and sunlight.‬ ‭by-product of photosynthesis and‬
‭by-product of‬ ‭released into the air we breathe.‬
‭photosynthesis? What do‬ ‭Plants and algae are responsible‬
‭plants take in to produce‬ ‭for producing this and take in‬
‭this?‬ ‭carbon dioxide to then produce‬
‭oxygen as a result.‬

‭ hat type of energy‬

W ‭Sunlight or light energy‬ ‭ ight energy is required by‬
L
‭does photosynthesis‬ ‭photosynthesis and transfers‬
‭require?‬ ‭electrons from water taken up by‬
‭plant roots to CO2 to produce‬
‭carbohydrates. This energy is also‬
‭trapped by chlorophyll molecules‬
‭which are packed into the‬
‭chloroplasts.‬

I‭ f the rate of‬ ‭ xygen production, CO2 turn‬ G

O ‭ rowth is the rate of‬
‭photosynthesis is‬ ‭over‬ ‭photosynthesis which is an‬
‭reduced, which of the‬ ‭important process that is reduced.‬
‭important processes is‬ ‭Photosynthesis makes sugars‬
‭also reduced?‬ ‭which are then used to make the‬
‭biomass of the plant itself. More‬
‭photosynthesis means more sugars‬
‭which can be used to grow a‬
‭bigger plant.‬
 ‭Question‬ ‭Student’s Response‬ ‭Scientific Response‬

‭ armers will use heated‬

F ‭ unlight or carbon dioxide‬
S ‭ emperature is what increases to‬
T
‭greenhouses for faster‬ ‭but I am not really for sure.‬ ‭then increase the rate of‬
‭growth of crops. What‬ ‭photosynthesis. With this‬
‭increases to then‬ ‭photosynthesis is a series of‬
‭increase the rate of‬ ‭chemical reactions and usually‬
‭photosynthesis?‬ ‭increases in speed as temperature‬
‭is increased.‬

‭ here does the water‬

W ‭The ground‬ ‭ he water needed for‬
T
‭needed for‬ ‭photosynthesis usually comes from‬
‭photosynthesis usually‬ ‭the soil. With this, root hairs‬
‭come from?‬ ‭absorb the water needed by the‬
‭plant for photosynthesis from the‬
‭soil. Also, this water then‬
‭transpires through the plant‬
‭stomata.‬

‭ hat part of the plant‬

W ‭ he leaves or the chloroplast‬
T ‭ he chloroplast stores energy from‬
T
‭does photosynthesis‬ ‭which is the green. As it‬ ‭the sun and is where‬
‭occur in?‬ ‭produces chlorophyll‬ ‭photosynthesis takes place.‬
‭Chlorophyll is also the primary‬
‭pigment used for photosynthesis‬
‭and gives plants their green color.‬

‭Summary of Emma's Knowledge:‬

‭Emma had a good understanding of key concepts related to photosynthesis and how‬
‭plants take in carbon dioxide to produce a product of oxygen and energy in the form of sugar.‬
‭Compared to the other students interviewed she had the most understanding of the concept which‬
‭aligns as she is currently enrolled in a differential class where most likely these concepts are‬
‭studied more in-depth. Additionally, Emma had the most confidence when answering the‬
‭questions and was able to provide logical reasoning to pair with her initial response. Particularly,‬
‭she was able to connect that chloroplast not only is where photosynthesis takes place, but that‬
‭chlorophyll produces the plant's green color as well. She also understood that plants take in‬
‭carbon dioxide through their leaves while other students comparatively did not have this clear‬
‭understanding when thinking about photosynthesis.‬
‭Activities‬

I‭ n Class Activity:‬
‭Photosynthesis Lab - Plant Growth in Light and Dark‬
‭This lab allows students to learn about photosynthesis and how it is used by plants to make‬
‭sugars which are then used to perform cellular respiration to make energy. Students can integrate‬
‭many processes that are involved in plant growth and then design a guided inquiry experiment.‬
‭They will germinate seeds while discovering if plants need light to grow. This lab is initially for‬
‭high school students but could be modified to a middle school level of understanding.‬

‭ xploration Assignment:‬
E
‭Chloroplasts and Food‬
‭This simulation shows the relationship between the input and outputs in the chloroplasts of‬
‭plants. Through this, it can help explain how plants convert water and carbon dioxide to glucose‬
‭and water with the help of energy absorbed from light. Students are able to adjust the initial‬
‭number of chloroplasts, the initial carbon dioxide, water through the leaf, and the intensity of‬
‭light. They can also compare how the outputs of oxygen and sugar produced are affected when a‬
‭single independent variable of either light, carbon dioxide, water, or the number of chloroplasts‬
‭changes as a result.‬

‭ omework Assignment:‬
H
‭Photosynthesis Worksheet‬
‭This worksheet goes over the definitions included within photosynthesis while also allowing‬
‭students to explain. Students can answer multiple questions and also are provided a cycle where‬
‭they have to fill in the boxes. Additionally, there is also a model of chloroplast where students‬
‭can show their understanding by drawing arrows from the correct label for each structure.‬
 ‭ eferences‬
R
‭Alberts, B., Bray, D., Hopkin, K., Johnson, A., Lewis, J., Raff, M., Roberts, K., & Walter, P.‬
‭(2014). Photosynthetic Cells Capture Light Energy and Convert It to Chemical Energy.‬‭Essential‬
‭cell biology‬‭.‬
‭https://www.nature.com/scitable/ebooks/essentials-of-cell-biology-14749010/122996720/‬

‭ obrijevic, D. (November 2022) What is photosynthesis?‬‭Live Science.‬

D
‭https://www.livescience.com/51720-photosynthesis.html‬