[[alternative]]The effects of everyday language on learning science

[[abstract]]This study applied the convenience sampling method to recruit participants. The sample included two hundred fifty-eight grade 7 students in Taipei City. The participants were given the Terminology Definition Test (TDT) and individual interviews to examine the impact of daily language usage on the students’ learning of science terminology. The results of this study showed that the students tended to break down specific science terminology into small components in order to be able to explain the whole meaning of the term. They usually tried to find the meanings for the smaller components and combine these meanings together to figure out the correct meaning for the science terminology. This phenomenon suggested that the meanings of the individual words and smaller components are better than the complete meaning of the terminology. Three methods were used by the students to guess the meaning of the science terminology: (1) transductive reasoning; (2) explaining the meanings through words with the same pronunciation; (3) applying the meanings of the words that were used in daily language to explain the science terminology. In understanding how meaning-based translation influences students’ learning, the results of this study also indicated that, after learning the meanings of the science terminology, the students used the literal meaning to explain the terminology less frequently than before they learned the terms. However, there were still about 7 to 42% of the students using this method to explain the terminology. As to the word-for- word translation, after learning the meanings of the terminology, the percentages increased slightly among the students who used the literal meaning to explain the terminology. This result was probably due to the fact that using the word-for-word translation method to explain the terms is similar to how the students explain the terminology in general. This did not cause any conceptual confusion and conflict, therefore, they continued to use this method after learning the meaning of the terminology. In contrast, it is more difficult to guess the meaning of the terminology using the meaning-based translation method. Therefore, when students attempt to apply this method to understand the science terminology, it is more probable that they will understand these concepts incorrectly. Through the written tests and individual interviews, this study examined how the students attempted to understand the science terminology in textbooks. The results of this study provided practical suggestions for science teachers in applying their teaching method and preparing teaching materials. It is recommended that they pay attention to how the students’ daily language usage impacts on their learning of science terminology.