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|Other Titles:||The Causal Conjunctions in the Elementary Science Teacher's Scientific Explanation|
Science Education Center,National Normal University
This study aimed to understand an elementary science teacher's use of causal conjunctions in scientific explanation, the relationship between causal conjunctions use and the features ofthe learning units, and the relationship between causal conjunctions use and the teaching activities. Through the qualitative methods, this study chose a teacher and his sixth grade class as the study participants. The data collected mainly were from classroom observations. Data analysis was focused on the teacher's oral language during causal explanation. The results show that the five causal conjunctions, such as consequence, condition, purpose, manner, and concession, were shown in the teacher's scientific explanation; however, the numbers of appearance of each category were various. Besides, the categories and the numbers of appearance of causal conjunctions were different in terms ofteaching activities and the teaching units. Not only the amounts and the difficulties of concepts, but the focus on conditions and variables were related to the teacher's use of causal conjunctions. Furthermore, when the teacher incompletely used the causal conjunctions or interpolate other causal conjunction, the cause-effect relationship became vague and hard to be understood for students.
|Appears in Collections:||科學教育月刊|
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