| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 93 === The purposes of this study were to understand the teacher-student language interactions in the junior high school science classroom, to describe students’ science conceptual development, to explore the relationship between teacher-student language interactions and science conceptual development, and to understand the relationship between the usage of cognitive skills and the development of science concepts. According to the purposes, this study has three questions as follows: 1. How are the teacher-student language interactions in the case class? 2. What is the process of students’ science conceptual development in the case class? 3. What is the relationship between teacher-student language interactions and science conceptual development in the case class? 4. What is the relationship between the usage of cognitive skills and the development of science concepts? The qualitative method was applied in this study. Semantic analysis approach was implemented in the data analysis to get the content of teacher-student interactions, in which the science concepts and the usage of cognitive skills were contained. The case class was a 9th grade class, and the relevant data were collected in the science class in the fall semester. The collected data include live recording, interviews with teacher and student, and relevant documents. Both Semantic analysis and cognitive skills of the language were employed in the data analysis and interpretation. The major findings of this study uncover that the teacher-student language interactions are conceptual interactions and cognitive skills’ interactions, concluding that cognitive skills could link concepts together, thus, students’ science concepts were developed and meaningful learning was achieved. This conclusion could be divided into six points as follows: 1. The teaching activities/rule of the science class in this case class were still controlled mainly by the teacher, and both teacher and students follow this rule. 2. The teacher insists systematic teaching and learning. 3. The process of students’ science conceptual development was formed because of the linking of the science knowledge, both cooperative and competitive relationships existed, and developed from qualitative comprehension to quantitative comprehension. 4. Jargons exist in teacher-student dialogues which formed the science conceptual presentment of knowledge proposition, i.e. the content of science knowledge. Because of the teacher-student language interactions and cooperation, the constructional process of students’ science knowledge gradually modified the previous presentment of knowledge proposition, finally the correct science concepts formed. 5. During the teaching, teacher highly valued if students were thoroughly comprehended toward science concept, thus, the ways of language interactions were modified at any time. 6. During the process of teacher-student language interactions, cognitive skills link each single tiny phases between the science concepts, and meaningful learning was achieved.
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