Semiotics Interaction and Scientific Conceptual Construction in 4th Graders

• Main Authors: Lin-Wei Yu, 余翎瑋
• Other Authors: Ching-Yang Chou
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/30553128824532578817

碩士 === 國立高雄師範大學 === 科學教育研究所 === 92 === The major purpose of this study was the explorations of students’ scientific conceptual construction and its relationship with the semiotics interaction between students and a case teacher in the course of science learning activities. Based on the theory of semiotics interaction, this study applied the qualitative research method to understand in depth the processes of 4th grade student’s scientific conceptual construction. In and after the lesson ”the Secret of Air” and the ” Science Camp” activity, the data collected from observations in the classroom and students’ activities, open-ended questionnaires, interview data, and students’ assignments and written papers were analyzed and interpreted to elicit students’ conceptual understanding. Modified from Lemke’s and Cazden’s classroom discourse, a classroom observation analysis chart was constructed to analyze the patterns of semiotics interaction of students’ and a care teacher. The results of the analysis were then used to map out students’ conceptual development in order to provide the insight of students’ conceptual construction. Additionally, students’ scientific conceptual construction in terms of its relevance to semantic interaction and rhetorical interaction had been discussed.