Abstract:

The study of photosynthesis occupies a central place in the curricula of most countries. How about the teaching of the photosynthesis? Research around the world in Didactics of the Sciences shows that primary and secondary students' conceptions (10 - 16 years old) of photosynthesis are wrong with scientific ideas (Bell, 1985; Haslam & Treagust, 1987; Skribe Dimer & Jelka, 2017). In this chapter, we present a summary of studies on students’ conceptions of this subject throughout the world and of their corresponding scientifically accepted counterpart. To help students acquire the concepts surrounding the phenomenon of photosynthesis, which is essential for understanding plant life, several researchers propose teaching strategies inspired by the history of the development of photosynthesis (Métioui, Matoussi & Trudel, 2016; Matthews, 2009). Thus, a review of these works will present followed by a critical analysis. Finally, we propose some didactic strategy to help the student to improve their misconceptions through conceptual conflicts.

Keywords:

History, Photosynthesis, secondary school, conceptions, conceptual conflicts.