學生對科學教科書詞彙關係理解之分析

An Analysis of Student Comprehension of Lexicon Relations in Science Textbooks

類別與組成是科學教科書中兩種重要的詞彙關係，而這種詞彙關係通常蘊含於科學教科書的論述中，本文目的即分析學生對科學教科書論述中詞彙關係的語意理解。本研究對象包括國中學生與高中學生共368 位，2 組學生人數各為184 位。本文從現行國中階段科學教科書選取「物質與原子」單元的部分內容作為研究文本，並設計科學詞彙關係問卷，學生在閱讀文本後填答試題。研究結果顯示學生能夠察覺科學教科書論述中蘊含的類別關係與組成關係，高中學生表現較佳的語意理解，但是仍有不少學生對類別或組成關係的識別感到困擾，尤其是對於混合的組成關係。同時學生會從生活世界的知識經驗來解讀科學詞彙關係，這些結果顯示學生對科學教科書所描述之詞彙關係的理解並不精確。本文研究結果除提供科學教師教學上的參考，也建議對於科學教科書論述的詞彙關係以及學生的理解情形有更多的重視及探討。

“Classification” and “Composition” are two essential lexicon relations whichare typically embedded within statements in science textbooks. The purpose ofthis study is to explore student comprehension of the Classifications andComposition relations in science textbooks. Three hundred and sixty-eightjunior and senior high students participated in this study. An excerpt text waschosen from a passage on “matter and atoms” in junior high science textbooksas the treatment text and the “Science Lexicon Relation Questionnaire” wasdeveloped to detect students’ comprehension. The results revealed studentscould recognize the discrimination between Classification and Composition ofscience lexicons. Meanwhile, senior high student understanding was better thanthat of junior high student. However, there were some students who did notclearly comprehend either or confused the two lexicon relation, especially forthe blend-composition relations. Moreover, they could explain theblend-composition from their daily common-sense. To conclude, this studymight be of importance in exploring lexicon relations in science textbooks, aswell as in providing scientific teachers with a better understanding of studentcomprehension of these lexicon relations in their science learning.