| 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 === 95 === The aim of this study was to investigate the difference of semantic understanding and reporting force concepts of applying the "science language games" into physics instruction for the first graders of senior high school. On the basis of the unit "Force", the researcher developed the strategies of applying four science language games — replacing, naming, packing, and unpacking-- into physics instruction, the questionnaires concerning the semantic understanding of the unit "Force" and the research tools for reporting force concepts. Thirty-nine first-grade students of public senior high school in Taipei County participated in the study.
From the instruction, the comparison and analysis of the pre-instructional questionnaires and post-instructional questionnaires, and post-instructional interviews, the major findings of this thesis are as below:
First, after the instruction of science language game "naming", the percentage of all students who correctly understood the semantics of nominal group rose observably, indicating that the instruction of science language on nominal group could effectively improve students' understanding of the implicit taxonomic structure of nominal group.
Second, in terms of the transitions implicit in the semantic understanding of the event relationship, particularly in the cause-effect relationship, after the instruction of science language game "unpacking", the groups of high and middle learning achievement acquired better semantic understanding in the cause-effect relationship between two events which happened successively instead of simultaneously. Moreover, all groups showed a great improvement on the semantic understanding of two events which had the cause-effect relationship and happened successively.
Third, with respect to students' abilities in reporting, after the integration of the " science language games " into instruction, the conclusions all students made through their experimental observations became much more precise and the nominal group were inclined to be more accurate (in the description of scientific events). After the instruction, the grammatical problems the students encountered while constructing events could be solved. Furthermore, all of the groups tended to be more capable of depicting the relationship between experimental variants in scientific events.
Finally, according to the findings, some suggestions for future study were proposed.
|
|---|
