다중 의미를 갖는 과학용어에 대한 고등학생들의 의미 처리 반응 조사
Investigation on Semantic Processing of Polysemy Scientific Terms of High School Students
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This study examines if polysemy scientific terms interfere with students' science learning, and explores ways to solve students' difficulties by analyzing the difficulties that students experience in polysemy scientific terms actually. I extracted polysemy scientific terms from science textbooks, and examined how successfully students deal with the meanings of these terms in scientific context. Pilot test was conducted to 324 high school students for extracting polysemy scientific terms that most students know both scientific meaning and everyday meaning. A semantic association test consisting of 35 polysemy scientific terms and 15 monosemy scientific terms were developed. The semantic association test was conducted for other 335 high school students to confirm the semantic processing ability of polysemy scientific terms compared to monosemy scientific terms. And their characteristics of semantic processing by their grade levels of science and Korean language subject matter were analyzed. The results are as follows. First, students were having difficulty in processing the meaning of polysemy scientific terms compared to monosemy scientific terms regardless of grade and gender. Second, Korean language achievement was found to be helpful in the processing of meanings of monosemy scientific terms, but did not affect the processing of meanings of polysemy scientific terms. Third, students who were good at science but did not good at Korean language were found to be immature in meaning processing in both polysemy and monosemy scientific terms. Through the results of this study, the necessity of devising a more careful teaching strategy for polysemy scientific terms in science education was emphasized, and matters to be noted in relation to Korean language ability in science teaching and evaluation were discussed.
Abstract
This study examines if polysemy scientific terms interfere with students' science learning, and explores ways to solve students' difficulties by analyzing the difficulties that students experience in polysemy scientific terms actually. I extracted polysemy scientific terms from science textbooks, and examined how successfully students deal with the meanings of these terms in scientific context. Pilot test was conducted to 324 high school students for extracting polysemy scientific terms that most students know both scientific meaning and everyday meaning. A semantic association test consisting of 35 polysemy scientific terms and 15 monosemy scientific terms were developed. The semantic association test was conducted for other 335 high school students to confirm the semantic processing ability of polysemy scientific terms compared to monosemy scientific terms. And their characteristics of semantic processing by their grade levels of science and Korean language subject matter were analyzed. The results are as follows. First, students were having difficulty in processing the meaning of polysemy scientific terms compared to monosemy scientific terms regardless of grade and gender. Second, Korean language achievement was found to be helpful in the processing of meanings of monosemy scientific terms, but did not affect the processing of meanings of polysemy scientific terms. Third, students who were good at science but did not good at Korean language were found to be immature in meaning processing in both polysemy and monosemy scientific terms. Through the results of this study, the necessity of devising a more careful teaching strategy for polysemy scientific terms in science education was emphasized, and matters to be noted in relation to Korean language ability in science teaching and evaluation were discussed.
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