以系統功能語法觀點分析學生科學寫作及其與學生學術成就之相關研究
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2005
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根據系統功能語法的觀點，本研究旨在探討學生在觀看科學實驗影片後之科學寫作，進而探查其與學生學科學習成就之相關。
研究的對象為某台北市立40位高中生。讓學生在觀看自行研發之浮沈實驗影片後進行科學寫作，並收集學生國文科、自然科以及物理科學習成就等資料。科學寫作內容以及物性分析為主，並將量化後資料以敘述統計、Pearson相關等進行分析。研究發現如下：
一、學生寫作中，觀察小句數多於推論小句數，級轉移比例為34％，
環境成份比例為12％，物質過程的使用次數最高，詞彙密度平均
值為3.35，其中科學內容詞比例占35％。
二、科學寫作中的環境成份、科學推論、詞彙密度、小句深度僅與物
理學習成就達顯著相關。
三、科學寫作中的迷思推論數量、詞組深度僅與國文學測達顯著相
關。
四、級轉移小句、一般小句均與學科學習成就有顯著相關，唯物理學
習成就與級轉移小句數的相關大於其與一般小句數的相關。
最後，根據上述的研究發現討論其於科學教學的意涵，並對後續研究提出相關建議。
Drawing upon the Systemic Functional Linguistics (SFL), this study investigates the features of senior high students’ science writing and the relations between student’s science writing and their academic achievement. Forty senior high students took parts in this study. After viewing a video clip of buoyancy designed by the author, students were asked to describe and explain what happened in the film in essay form. The quality and quantity of students’ writing were analyzed in terms of the grammatical system of transitivity of SFL. Students’ learning outcome of physics, Mandarin, and science were collected to explore the relations between science writing and academic achievement. Major findings were listed as the follows: 1. The average lexical density of student science writing was 3.35, where 35% were science content words. Students produced more observational descriptions than explanatory clauses. 2. The quantity of circumstantial component, number of explanatory clauses, and the delicacy of clauses correlated with students’ physics learning achievement only. 3. The amount of incorrect explanation and the depth of phrases produced by students were correlated with their Mandarin performance only. 4. Although the amount of clauses and number of rank-shift deployed by students in their writing correlated with all academic achievements, however, in the case of physics learning outcome, the latter seemed playing a critical role than the former. According the findings of this study, implications for science teaching were discussed and suggestions for further research were proposed.
Drawing upon the Systemic Functional Linguistics (SFL), this study investigates the features of senior high students’ science writing and the relations between student’s science writing and their academic achievement. Forty senior high students took parts in this study. After viewing a video clip of buoyancy designed by the author, students were asked to describe and explain what happened in the film in essay form. The quality and quantity of students’ writing were analyzed in terms of the grammatical system of transitivity of SFL. Students’ learning outcome of physics, Mandarin, and science were collected to explore the relations between science writing and academic achievement. Major findings were listed as the follows: 1. The average lexical density of student science writing was 3.35, where 35% were science content words. Students produced more observational descriptions than explanatory clauses. 2. The quantity of circumstantial component, number of explanatory clauses, and the delicacy of clauses correlated with students’ physics learning achievement only. 3. The amount of incorrect explanation and the depth of phrases produced by students were correlated with their Mandarin performance only. 4. Although the amount of clauses and number of rank-shift deployed by students in their writing correlated with all academic achievements, however, in the case of physics learning outcome, the latter seemed playing a critical role than the former. According the findings of this study, implications for science teaching were discussed and suggestions for further research were proposed.
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系統功能語法, 學術成就, 詞彙密度, Systemic Functional Linguistics, Academic Achievement, lexical density