Abstract:To considerstudents′ conceptions has proven to be a crucial part in Science Educationfor all kinds of schools. The fundamental topic of photosynthesis, however, is often taught using historical experiments which do not take students′ conceptions into account. In the following paper experiments by van-Helmont and Priestley about plant nutrition are discussed in regard of their efficacy. Based on the cognitive metaphor theory(Lakoff & Johnson, 1999) we analyse and interpret students′ conceptions in order to gain a deeper understanding of their ways of thinking. In addition, a new theory and evidenced based experiment is developed that considers students′ conceptions in an more appropriate way.
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