國小科學教師的因果解釋─以一位特偏國小自然科教師為例

• Main Authors: Kai-Ping Chang, 張凱萍
• Other Authors: Chia-Ling Chiang
• Format: Others
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/19688740569916746308

碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 101 === The purpose of this study is to understand the elementary science teacher’s scientific explanation by causal sentences and image description. There was an indigenous elementary science teacher participated in this study. The data collected mainly were from classroom observations and individual interviews. Data analysis was focused on the teacher’s oral language and drawing on blackboard during causal explanation. The results show that the teacher’s causal sentences could be categorized as five types: results, conditions, turning, purpose and methods. The lowest-frequency type in the causal sentences is “method”, and the highest-frequency types are "results" and "conditions". In addition, the frequency of all types in the causal sentences is various according to the unit goals of the textbook. The reasons why the teacher uses the types in causal sentence are based on his students’ comprehension abilities and the limited instructional time. To sum up, the types in causal sentences are related to the unit goals, students’ comprehension abilities, conception density and concept comparisons. The causal explanation is used more frequently in teacher’s explaination than in the experimental activities. Besides, the teacher prefers to use drawings on the blackboard in scientific explanation because of his students' background and comprehension abilities.