Exploration of Students' Language of Thinking in the Process of Conceptual Development: Learning of Neutralization Concept in Taiwanese Seventh Graders
This study explored the kinds, functions, roles, influences and characteristics of 7th graders' language of thinking about the conceptual development of acid-base neutralization. There are 8 sample students in the study. The study context was the chemistry laboratory. During their experimental operation in a middle school, the authors collected students' verbal data with semi-structured interview technique. The verbal data were all transcribed into verbatim transcripts. The language of thinking in science conceptions were extracted and analyzed from these data by microgenetic analysis and thinking language analysis technique. The findings indicate 17 kinds of languages of thinking, covering 3 cognitive functions, were used by the students, and the 3 cognitive functions played the role as the catalyst, surfactant and indicator in conceptual development. The language of thinking with different functions or combinations could enhance the development of intra- and inter- conceptual categories, and present the situation and context about conceptual development. Additionally, the features of language of thinking worked as multiple roles and stable functions concurrently.
|關鍵詞||思考語言、微小發生分析法、概念發展、概念範疇、Language of Thinking、 Microgenetic Analysis、 Conceptual Development、Conceptual Categories|