| Summary: | 碩士 === 國立臺灣師範大學 === 科學教育研究所在職進修碩士班 === 93 === Drawing upon the Systemic Functional Linguistics (SFL), this study investigates the features of senior high students’ science writing and the relations between student’s science writing and their academic achievement.
Forty senior high students took parts in this study. After viewing a video clip of buoyancy designed by the author, students were asked to describe and explain what happened in the film in essay form. The quality and quantity of students’ writing were analyzed in terms of the grammatical system of transitivity of SFL. Students’ learning outcome of physics, Mandarin, and science were collected to explore the relations between science writing and academic achievement. Major findings were listed as the follows:
1. The average lexical density of student science writing
was 3.35, where 35% were science content words. Students
produced more observational descriptions than
explanatory clauses.
2. The quantity of circumstantial component, number of
explanatory clauses, and the delicacy of clauses
correlated with students’ physics learning achievement
only.
3. The amount of incorrect explanation and the depth of
phrases produced by students were correlated with their
Mandarin performance only.
4. Although the amount of clauses and number of rank-shift
deployed by students in their writing correlated with
all academic achievements, however, in the case of
physics learning outcome, the latter seemed playing a
critical role than the former.
According the findings of this study, implications for science teaching were discussed and suggestions for further research were proposed.
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