SEMANTIC DIFFICULTIES IN SCIENCE AND THEIR IMPLICATIONS FOR EDUCATION
| Title | SEMANTIC DIFFICULTIES IN SCIENCE AND THEIR IMPLICATIONS FOR EDUCATION |
| Publication Type | Journal Article |
| Year of Publication | 2013 |
| Authors | Anakkar, A |
| Journal | Journal of Baltic Science Education |
| Volume | 13 |
| Issue | 4 |
| Start Page | 444–447 |
| Pagination | Continuous |
| Date Published | August/2013 |
| Type of Article | Editorial |
| ISSN | 1648-3898 |
| Other Numbers | ICID: 1119975 |
| Keywords | linguistic difficulties, pedagogical difficulties, science education, scientific activity |
| 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? |
| URL | http://oaji.net/articles/2015/987-1447523179.pdf |
| DOI | 10.33225/jbse/14.13.444 |
| Refereed Designation | Refereed |
| Full Text |