Asia-Pacific Forum on Science Learning and Teaching, Volume 5, Issue 3, Article 2 (Dec., 2004) May-hung CHENG and Ai-ling SOON Chinese radicals/words and the construction of science concepts

Chinese radicals/words and the construction of science concepts

 

May-hung CHENG

Department of Science
The Hong Kong Institute of Education
10 Lo Ping Road, Tai Po, N.T., Hong Kong, China

Email: maycheng@ied.edu.hk

 

Ai-ling SOON

Department of Chinese
The Hong Kong Institute of Education
10 Lo Ping Road, Tai Po, N.T., Hong Kong, China

Email:alsoon@ied.edu.hk

Abstract

The purpose of this study is to investigate the relationship between the structure of Chinese characters and words and the construction of science concepts in primary education in Hong Kong. Five primary teachers who have taught both Chinese and General Studies subjects were interviewed. Their views on whether Chinese characters and words facilitate the understanding of science, or in contrast result in confusion, were collected. They were also asked if they used to make use of the characteristics in teaching. Findings showed that the teachers agreed that some of the radicals and words do facilitate students’ science learning, but others lead to confusion. They also seldom made use of the characteristics of Chinese words to teach science concepts. The findings also provide implications on the issue of subject and integrated teaching. Teachers need to consider integrating Chinese and science teaching when appropriate.

[Full Text in Chinese]