| Summary: | 碩士 === 國立臺東大學 === 進修部暑期國語文補救教學碩士班 === 104 === Difficulties in understanding scientific terms hinder students from reading science texts. This study, using action research methodology, tried to develop an instruction model of scientific terms. Five fourth-grade students with poor reading abilities from a remote area participated in the study. Based on the principles of the Direct Instruction, the researcher adopted 4 graphic organizers strategies, namely semantic mapping, Frayer model, word tree, and Definition Map to teach different types of scientific terms during the 16-week instruction. To examine the effectiveness of the instruction model, 56 scientific terms of 4 unit science class were introduced.
In the post-intervention curriculum-based evaluation of the taught scientific terms, students performed averagely a correct rate of 0.85. According to the information from 3 sources, teaching reflection, observation of learning process, and opinions from an cooperative inspector, the results showed that using the 4 graphic organizers effectively boosted students’ recognition and comprehension of different types of scientific terms. The procedures of the instruction model developed by the researcher are recognizing terms, understanding definition, comprehending concept, and discovering relationships.
Although the instruction in this research was effective on learning scientific terms, there is no evidence indicating that children’s reading comprehension of scientific texts was also improved.
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