Understanding Students Prior Knowledge On The Process Of Seeing And Perception Of Colors Using The Grounded Theory Implications To Science Teaching

The foregoing is a part of a developmental study that attempted to investigate the prior knowledge of students on the process of seeing and perception of colors using the Grounded theory approach. One hundred twenty-two 122 university students in their first year taking programs under the College of Education and College of Arts and Sciences enrolled in a course on biological sciences took part in the study. Explanations of the students related to light absorption in photosynthesis were analyzed to establish an illustration on how they understand the process of seeing and perception of colors. Results revealed that a gap in their understanding of these concepts existed despite its introduction during their basic education. The use of common phenomena and daily context as a form of diagnostic assessment and the importance of integrated lessons were also discussed in this paper.