| Summary: | 碩士 === 中華大學 === 土木工程學系碩士在職專班 === 101 === The conceptual cognitive abilities in science can be greatly improved if their teachers are capable of explaining scientific specific terms for different levels of education. This research aims to use 69 selected specific terms, to show their different explanations in terms of social level, high school level, junior high school level, elementary school level, and the specific level of this research. Three topics in the field of “Science and Technology” for elementary education have been selected in this research. There are components and characteristics of nature, actions of nature, and evolution and continuity.
The research shows that different levels of explanations used to describe specific terms could be categorized into the followings: (1) High school and Junior high school: specific terms (e.g. Polaris) were less mentioned in textbooks and its guidelines; therefore, were harder to collect. (2) Elementary school: some specific terms (e.g. mating and zygote) were not clearly defined in the textbooks; hence, elementary school students are often difficult to understand related concepts. (3) The helpful instructions developed in this research for those specific terms related with observations and experiments are easier to describe. The results of this study can be used as references for teachers to improve their teaching in nature science and to facilitate students’ learning of scientific knowledge.
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