| Summary: | 碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 95 === The purpose of this study is to explore the students’ understanding, opinions and how to use on relevant scientific terms about dissolving. With convenient sampling, the researcher selected sixth graders from three classes each at three public elementary schools in Taichung for a total of six classes as the subject. First, the two-tier questionnaires were used and the researcher located a total of 12 students having more misconceptions to conduct semi-structured interviews in order to further investigate the ideas of students on scientific terms about dissolving.
From the findings, students tended to interpret scientific terms with morpheme direct translation and focusing the meaning on one of the morphemes. They have many alternative conceptions on scientific terms including related to dissolving. There are four relations between the comprehension and application of scientific terms: 1) being able to accurately state sentences with scientific terms and comprehending scientific terms, 2) being able to accurately state sentences without comprehending terms, 3) being unable to accurately state sentences but comprehending scientific terms and 4) being unable to accurately state sentences and comprehending scientific terms.
From the research results, when given only character cards, most of students tended to judge whether the material was greasy/water nature or water dissolvable by the literal meaning. After observing the actual objects, they could be more accurate in judgment. However, some students still adhered to their original viewpoint, which showed the deep rooted notion of students—materials with names with “oil” would not be dissolvable in water and materials with names of “water” would be dissolvable. The results will serve as reference of teachers teaching scientific terms, observing students’ ideas and designing teaching. Suggestions are given for teaching, teaching materials and future studies.
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