學生對“類屬－組成”論述的語意理解－以“血液”文本為例

Students' Semantic Understanding of 'Kind-of/Part-of' Discourses: An Example of the 'Blood' Science Text

楊文金(Wen-Gin Yang)

《科學教育學刊》 15卷2期 (2007/04) Pp. 195-214

https://doi.org/10.6173/CJSE.2007.1502.04

摘要

本研究旨在探討讀者對科學文本中「類屬－組成」論述的理解。科學文本具有做科學、組織科學訊息、解釋科學、以及挑戰科學的功能。在提供組織科學訊息時，常涉及「類屬－組成」論述。所謂「類屬－組成」論述就是指用來呈現科學概念間類屬與組成關係的陳述方式，例如：「A分為B、C」指出A和B及C間具有類屬(kind of)關係，而「A由B、C組成」則指出A和B、C間的組成(part of)關係。本研究以七年級教科書中關於「血液」的課文為內容，設計「科學文本文句語意測驗」，並以八年級至大學共544名學生為研究對象。學生在閱讀「血液」的文本後，在可參考文本的條件下作答語意測驗。研究結果顯示，讀者在區別諸如「血球分為紅血球、白血球、血小板」及「血球由紅血球、白血球、血小板組成」等類屬與組成論述有困難，且對這些論述有多元的語意理解；論述的語句結構（例如：「A是B的一種」與「A是一種B」）也有明顯的語意理解歧異。此外，名物化的名詞組對讀者語意理解也有一定的難度。

關鍵字

閱讀理解 ； 科學文本 ； 類屬－組成論述

並列摘要

This study aimed at exploring students' understandings on the 'kind-of/part-of' discourses in science texts. The functions of science text are conventional to the readers capable of doing science, organizing information scientifically, explaining natural phenomenon, and challenging science. To organize science information, science texts oftentimes utilize 'kind-of/part-of' discourses. By 'kind-of/part-of' discourses the taxonomic and partonomic relations of science concepts could thus be described. For instance, 'A is divided into B and C' and 'A is composed of B and C' indicate that there exists 'kind-of' and 'part-of' relation between A and B and C, respectively. A short paragraph of 'blood' excerpted from the 7th grade science text was selected, and a sixteen-item 'semantic test' was developed accordingly. Total of 544 junior, senior and university students participated in this study. They were asked to read the selected excerpts and to answer the semantic test with being able to refer to the text freely. The results indicated that the readers did not make distinction of the kind-of from part-of discourses, such as 'blood cells are divided into to red blood cells, white blood cells, and blood platelet' and 'blood cells are composed of red blood cells, white blood cells, and blood platelet'. Readers also interpreted these discourses with multiple semantic understandings. Similarly, different patterns of taxonomic discourse affected readers' understanding significantly. Additionally, readers encountered difficulty to understand the discourses with nominal group.

並列關鍵字

Reading Comprehension ； Science Text ； Kind-of/Part-of Discourses

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