Language and Malaysian Children's Scientific Understanding

Abstract

Despite scores of studies examining various factors influencing Malaysian students’ understanding of science concepts, very few have actually looked into how the meaning of a specific concept is formed. This study was carried out to examine language influences on Malaysian children’s understanding of concepts relating to germination of seeds. Through the use of interview, concept maps and written test, the author examines how language affects the development of meaning and understanding. Science lessons were also observed to determine how language use in the classroom influences children’s understanding. It was found that children possess a myriad of understandings of each of the concepts examined prior to and after instruction, indicating that linguistic elements influence the formation of conceptual understanding as well as the way meaning is assigned to each of the concepts.

Walaupun banyak kajian telah dijalankan tentang faktor yang mempengaruhi pemahaman konsep sains pelajar Malaysia, hanya sedikit yang mengkaji bagaimana makna sesuatu konsep sains itu dibina. Kajian ini dijalankan untuk mengenal pasti pengaruh bahasa kanak-kanak Malaysia ke atas pemahaman konsep sains berkaitan dengan percambahan bijih benih. Penulis menggunakan kaedah temubual, lakaran peta konteks dan ujian bertulis untuk mengenal pasti bagaimana bahasa mempengaruhi pembinaan bahasa serta pemahaman kanak-kanak. Pembelajaran sains dalam bilik darjah turut dicerap untuk tujuan yang sama. Dapatan kajian menunjukkan kanak-kanak mempunyai pelbagai pemahaman saintifik dan tidak saintifik tentang konsep yang dikaji sebelum dan selepas pembelajaran. Ini menunjukkan bahawa elemen linguistik memang mempengaruhi pemahaman konsep serta makna yang tersirat dan tersurat di sebalik setiap konsep.