Please use this identifier to cite or link to this item:
A study of exploring the logical semantic meanings of “or” and students’ and teachers’ semantic comprehension of “or” in secondary and elementary science textbooks
Logical connectives, such as hence, while, and or, are ubiquitous in science writing and they not only link phrases, clauses and sentences but also express their logical relations with one another. “Or” is a fundamental logical connective. In Chinese writing, “or” at least has five different semantic meanings (exclusive-, inclusive-, both-, identical-, and whole- or). Multiple meanings could cause problems in reading comprehension. The purposes of this study were to analyze the logical semantic meanings of “or” in the science textbooks in junior high schools and elementary schools, and to explore students and teachers’ comprehension of the “or” semantically in everyday life and science context. At first, according to the five different semantic meanings of “or,” some expert readers were invited to form a group focusing on the analysis of the content of the textbooks in junior high and elementary schools to discover the distribution of the various meanings of “or” in the textbooks. For exploring the junior high school students’ and teachers’ understanding of the semantic meanings, the research tried to let the participants return and distinguish their understanding. The students and teachers were asked to receive the Gap-filing questionnaire for returning their understanding, and to finish the Rating Scales questionnaire for distinguishing the understanding, collecting the information of their acceptance and rejection, and comparing the differences between students and teachers. Last, we interviewed all the subjects to recorded their clues and strategies during the process. There are 5 different semantic meanings of “or” and the inclusive-or is the most in the science textbooks. In addition, the ratio of the sentences that the expert readers agreed the meanings is far below as they disagreed. According to the result of the Gap-filing questionnaire, the rate of the answer “or” of the students and teachers were lower than 50 percent. Generally speaking, “and” is a very important factor to cause the confusion for students and teachers and sometimes students even use “and” more often than “or.” Based on the result of the Rating Scales questionnaire, the junior high school students’ level of distinguishing is significantly lower than science teacher, and there is no significantly difference between 7th and 8th grade. Both students and teachers could distinguish the semantic meanings better on everyday life topics than scientific topics except one everyday-life item in the questionnaire. Based on the analysis of the interviews, we found the students and teachers were inclined to judge with the help of intuition, clues from the context, punctuation, or their prior knowledge. Finally, the research suggested that the writers of the science textbooks have to aware the importance and necessities of correct option of the logical semantic connectives so that can help students improve their ability to judge the logical relations clearly between different events and get more complete and precise comprehension.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.