Abstract
This paper presents an investigation of how children perceive scientific terminology. The Scientific Terminology Definition Test was administered to 258 Grade 7 students in Taipei. Twenty-four of the students were selected for follow-up interv iews. The research found that students, before learning, usually comprehended biological terms by use of transductive reasoning and homophone. The idiomatic usage of words often affected children's understanding of scientific terms. After learning, most s tudents described the compound words almost the same as before learning, with limited further understanding. However, for simple words, most students turned the meaning into functional conception, indicating that they acquired more after learning.
| Keywords: | technical terms; children's science; compound words; simple words |
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