Publicerad: 2007-07-20
ISBN:
ISSN: 1650-3686 (tryckt), 1650-3740 (online)
The educational challenge of polysemy of words used both in non-formal (every-day) and scientific formal languages is addressed. An analysing tool; the triadic approach; has been elaborated to make this kind of polysemy of words explicit by discerning three different sets of meaning: non-formal; a scientific quality and a physical quantity; respectively. The discernment process is a particular way of seeing the critical aspects of variation of meaning simultaneously connected to one and the same invariant word (symbol).
Conceptual change; physical quantities; polysemy; science education; temperature; word learning
Cruse, D.A. (1986). Lexical semantics. Cambridge: Cambridge University Press.
Duit, R. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education 25, 6 671– 688.
Duit, R. (2007). Bibliography STCSE, Students’ and teachers’ conceptions and science education. http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html (April, 2007).
Galili, I., & Lehavi, Y. (2006). Definitions of Physical Concepts: A study of Physic teachers’ knowledge and views. International Journal of Science Education 28, 5, 521–541.
Kesidou, S., Duit, R. and Glynn, S. M. (1995) Conceptual development in physics: Students’ understanding of heat. In S. M. Glynn and R. Duit (eds), Learning science in the schools: research reforming practice (Mahwah, NJ: Erlbaum).
Marton, F. & Tsui, A.B.M. (2003). Classroom Discourse and the Space of Learning. New Jersey: Lawrence Erlbaum. Murphy, G.L. (2002). The big book of concepts. Cambridge, Mass.: MIT Press
Ogden, C. K., & Richards, I. A. (1989). "The Meaning of Meaning." (1st Ed 1923; 8th Ed.1946). New York: Harcourt Brace Jovanovich, Inc.
Strömdahl, H. (in preparation for an international journal). The challenge of polysemy and homonymy - a triadic approach to interpret signifiers in science education.
Tiberghien, A., (1983) Critical review on the research aimed at elucidating the sense that the notions of temperature and heat have for students aged 10 to 16 years. In G. Delacôte, A. Tiberghien and J. Schwartz (eds), Research on physics education, proceedings of the first international workshop, La Londe Les Maures, France (Paris: ´ Editions du CNRS), pp. 75–90.
Wiser, M., & Amin, T. (2001). “Is heat hot?”Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11, 4-5, 331–355