A Study of Awakening Science Cognition in Life Environment Study : Analysis of Cognitive Notice in the Place of Learning

Abstract

Children's science concepts are constituted by cognitive and emotive elements. Intellectual awareness also consists of the same elements. Therefore, this research project considered intellectual awareness as the foundation of science education in the lower grades of elementary school. The present study investigates what children become aware of through language and conversation. Although not often studied until now, scenes in which there are only children became the focus of our study. In order encourage the development of intellectual awareness, we investigated differences in the quantity of utterances, and these utterances were categorized into in five groups. A fundamental scientific utterance is a type of intellectual awareness concerned with a natural phenomenon, with both cognitive and emotive aspects. Moreover, this utterance group appears irrespective of the difference in the study activities scene. This suggests that an utterance near a teacher presumes a commitment to the study of everyone. A sympathy-utterance means understanding the others. Moreover, this type of utterance may be influenced by differences in the study scene. All five types of utterance may not appear independently in one scene of activity, but the five types constitute learning activity, influencing each other. It is sufficient for a certain type of utterance to weaken, and it will affect the relation among the children.