@article {372,
	title = {SEMANTIC DIFFICULTIES IN SCIENCE AND THEIR IMPLICATIONS FOR EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Editorial},
	chapter = {444{\textendash}447 },
	abstract = {Generally speaking, a scientific activity consists in observing phenomena of nature, quantifying the observations, measurements \& modelling data, eventual theory would be birth. Each of these steps is based on a vocabulary, more or less specific to the relevant discipline, and depends on a critical way, and making use of oral-and-written scientific expressions; partially within natural language. Nevertheless, if some scientific words correspond, generally speaking, to words used in the daily life-natural language (for example weights, force, energy, work, heat etc.), it does not mean scientific concepts are discussed: i.e., reputedly difficult such as entropy, the total change in entropy or entropy production, etc. How can we make a sense of these semantic difficulties? },
	keywords = {linguistic difficulties, pedagogical difficulties, science education, scientific activity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.444},
	url = {http://oaji.net/articles/2015/987-1447523179.pdf},
	author = {Abdelkader Anakkar}
}
