TY - JOUR TI - Electrons as field quanta: A better way to teach quantum physics in introductory general physics courses AU - Hobson, Art T2 - American Journal of Physics DA - 2005/07// PY - 2005 DO - 10.1119/1.1900097 DP - DOI.org (Crossref) VL - 73 IS - 7 SP - 630 EP - 634 J2 - American Journal of Physics LA - en SN - 0002-9505, 1943-2909 ST - Electrons as field quanta UR - http://aapt.scitation.org/doi/10.1119/1.1900097 Y2 - 2022/06/10/16:08:10 ER - TY - JOUR TI - A Holistic Picture of Physics Student Conceptions of Energy Quantization, the Photon Concept, and Light Quanta Interference AU - Ayene, Mengesha AU - Krick, Jeanne AU - Damitie, Baylie AU - Ingerman, Ake AU - Thacker, Bath T2 - International Journal of Science and Mathematics Education DA - 2019/08// PY - 2019 DO - 10.1007/s10763-018-9906-y DP - DOI.org (Crossref) VL - 17 IS - 6 SP - 1049 EP - 1070 J2 - Int J of Sci and Math Educ LA - en SN - 1571-0068, 1573-1774 UR - http://link.springer.com/10.1007/s10763-018-9906-y Y2 - 2022/06/10/16:08:58 ER - TY - JOUR TI - Different Levels of the Meaning of Wave-Particle Duality and a Suspensive Perspective on the Interpretation of Quantum Theory AU - Cheong, Yong Wook AU - Song, Jinwoong T2 - Science & Education AB - There is no consensus on the genuine meaning of wave-particle duality and the interpretation of quantum theory. How can we teach duality and quantum theory despite this lack of consensus? This study attempts to answer this question. This research argues that reality issues are at the core of both the endless debates concerning the interpretation of quantum theory. As practical instructional frameworks, this study suggests three different levels of meaning for duality as well as a new suspensive perspective. The key idea behind these notions is a distinction between the prediction rule and the reality-related interpretation, instead of a traditional division between formalism and interpretation. After elaborating upon those notions, this study compares this new suspensive perspective with other interpretations or educational stances concerning the interpretation of quantum theory. Several practical guides for the better instruction of duality and quantum theory as well as its implication on students’ understanding of the topics are also discussed. DA - 2014/05// PY - 2014 DO - 10.1007/s11191-013-9633-2 DP - DOI.org (Crossref) VL - 23 IS - 5 SP - 1011 EP - 1030 J2 - Sci & Educ LA - en SN - 0926-7220, 1573-1901 UR - http://link.springer.com/10.1007/s11191-013-9633-2 Y2 - 2022/06/10/16:09:14 ER - TY - JOUR TI - Insights into teaching quantum mechanics in secondary and lower undergraduate education AU - Krijtenburg-Lewerissa, K. AU - Pol, H. J. AU - Brinkman, A. AU - van Joolingen, W. R. T2 - Physical Review Physics Education Research DA - 2017/02/17/ PY - 2017 DO - 10.1103/PhysRevPhysEducRes.13.010109 DP - DOI.org (Crossref) VL - 13 IS - 1 SP - 010109 J2 - Phys. Rev. Phys. Educ. Res. LA - en SN - 2469-9896 UR - https://link.aps.org/doi/10.1103/PhysRevPhysEducRes.13.010109 Y2 - 2022/06/10/16:09:47 ER - TY - JOUR TI - Shining Light on Language for, in, and as Science Content AU - Bratkovich, Meghan Odsliv T2 - Science & Education AB - The work of science is a linguistic act. However, like history and philosophy of science, language has frequently been isolated from science content due to factors such as school departmentalization and narrow definitions of what it means to teach, know, and do science. This conceptual article seeks to recognize and recognize—to understand and yet rethink—science content in light of the vision of science expected by academic standards. Achieving that vision requires new perspectives in science teaching and teacher education that look into the role that science language expectations play in science content. These perspectives reposition attention to language from a hidden, overlooked, or outsourced aspect of science teaching, to one at its core. To help bring teachers and teacher educators into this integrative view of science content, this article offers a mirror, a prism, and a lens as three metaphorical tools to explore the essential roles that language plays for, in, and as science content. The reflection, refraction, and refocusing of science content reveal complex science language expectations that function alongside facts, figures, and formulas of science as gatekeeping mechanisms that, once noticed, cannot be ignored or marginalized in science teaching and science teacher education. DA - 2018/10/01/ PY - 2018 DO - 10.1007/s11191-018-9998-3 DP - Springer Link VL - 27 IS - 7 SP - 769 EP - 782 J2 - Sci & Educ LA - en SN - 1573-1901 UR - https://doi.org/10.1007/s11191-018-9998-3 Y2 - 2023/01/31/13:01:00 ER - TY - JOUR TI - First-Year Life Science Students’ Understanding of the Role of Plants in the Ecosystem—A Concept Network Analysis AU - Södervik, Ilona AU - Nousiainen, Maija AU - Koponen, Ismo. T. T2 - Education Sciences AB - The purpose of this study is to increase the understanding about undergraduate life science students’ conceptions concerning the role of photosynthesizing plants in the ecosystem, utilizing a network analysis method. Science learning requires the integration and linking of abstract and often counterintuitive concepts successfully into multifaceted networks. The quality of these networks, together with their abilities to communicate via the language of science, influences students’ success in academic, verbal problem-solving tasks. This study contributes to investigating students’ understanding, utilizing a modern network analysis method in exploring first-year university life science students’ written answers. In this study, a total of 150 first-year life science students answered two open-ended tasks related to the role of photosynthesizing plants in the ecosystem. A network analysis tool was used in exploring the occurrence of different-level science concepts and the interrelatedness between these concepts in students’ verbal outputs. The results showed that the richness of concept networks and students’ use of macro-concepts were remarkably varied between the tasks. Higher communicability measures were connected to the more abundant existence of macro-concepts in the task concerning the role of plants from the food-chain perspective. In the answers for the task concerning the role of plants regarding the atmosphere, the students operated mainly with single facts, and there were only minor interconnections made between the central concepts. On the basis of these results, the need for more all-encompassing biology teaching concerning complex environmental and socio-economic problems became evident. Thus, methodological and pedagogical contributions are discussed. DA - 2021/07/21/ PY - 2021 DO - 10.3390/educsci11080369 DP - DOI.org (Crossref) VL - 11 IS - 8 SP - 369 J2 - Education Sciences LA - en SN - 2227-7102 UR - https://www.mdpi.com/2227-7102/11/8/369 Y2 - 2023/01/31/13:05:55 L1 - https://helda.helsinki.fi/bitstream/handle/10138/332527/education_11_00369_v2_1_.pdf?sequence=1 ER - TY - JOUR TI - Pre-Service Teachers’ Declarative Knowledge of Wave-Particle Dualism of Electrons and Photons: Finding Lexicons by Using Network Analysis AU - Nousiainen, Maija AU - Koponen, Ismo T. T2 - Education Sciences AB - Learning the wave-particle dualism of electrons and photons plays a central role in understanding quantum physics. Teaching it requires that the teacher is fluent in using abstract and uncommon terms. We inspect the lexical structures of pre-service teachers’ declarative knowledge about the wave-particle dualism of electrons and photons in the context of double-slit interference. The declarative knowledge is analyzed in the form of a lexical network of terms. We focus on lexical structures because, in teaching and learning, knowledge is communicated mostly through lexical structures, i.e., by speaking and writing. Using the lexical networks, we construct the lexicons used by pre-service teachers to express their knowledge of electrons and photons in the context of double-slit interference. The lexicons consist of eight different key terms, each representing a set of closely-related or synonymous terms. The lexicons by 14 pre-service teachers reveal remarkable variation and differences, and are strongly context-dependent. We also analyzed lexicons corresponding to two didactically-oriented research articles on the same topic and found that they also differ. Lexicons paralleling both texts are found among the pre-service teachers’ lexicons. However, only some of the pre-service teachers use such rich vocabulary as would indicate multi-faceted understanding of quantum entities. DA - 2020/03/17/ PY - 2020 DO - 10.3390/educsci10030076 DP - DOI.org (Crossref) VL - 10 IS - 3 SP - 76 J2 - Education Sciences LA - en SN - 2227-7102 ST - Pre-Service Teachers’ Declarative Knowledge of Wave-Particle Dualism of Electrons and Photons UR - https://www.mdpi.com/2227-7102/10/3/76 Y2 - 2023/01/31/13:07:50 L1 - https://helda.helsinki.fi/bitstream/handle/10138/317285/education_10_00076.pdf?sequence=1 ER - TY - CHAP TI - Lexical Networks and Lexicon Profiles in Didactical Texts for Science Education AU - Koponen, Ismo T. AU - Nousiainen, Maija T2 - Complex Networks and Their Applications VIII A2 - Cherifi, Hocine A2 - Gaito, Sabrina A2 - Mendes, José Fernendo A2 - Moro, Esteban A2 - Rocha, Luis Mateus CY - Cham DA - 2020/// PY - 2020 DP - DOI.org (Crossref) VL - 882 SP - 15 EP - 27 LA - en PB - Springer International Publishing SN - 978-3-030-36682-7 978-3-030-36683-4 UR - http://link.springer.com/10.1007/978-3-030-36683-4_2 Y2 - 2023/01/31/13:08:14 L1 - https://helda.helsinki.fi/bitstream/handle/10138/314437/2020_CSAX_2020_RG.pdf?sequence=1 ER - TY - JOUR TI - Organization of physics content knowledge for teaching purposes: From knowledge justification schemes to didactical schemes AU - Nousiainen, Maija T2 - European Journal of Science and Mathematics Education AB - Argumentation in teaching and its centrality in higher education has been noted to be important. The logical order of presented content knowledge and soundness of reasoning are both essential parts of well‐planned teaching. Even though coherent and sound argumentation is essential, even more important is the ability to reorganize the content structure for teaching purposes. This study investigates pre‐service physics teachers’ knowledge justification schemes (identification of content knowledge) and didactical schemes about four different topics on quantum physics. The data is collected from a physics teacher preparation course which attended of N=16 pre‐service physics teachers’. The knowledge justification schemes (KJS) and didactical schemes (DS) were evaluated and scored. Each pre‐service teachers’ scores of KJS’s and DS’s were summed up and normalized from 0 to 1. The results suggest that successful identification of content knowledge (quality of KJS) is a pre‐requisite qualified didactical scheme but the opposite never happens. The results offer new kind of understanding how scientific argumentation can be implemented in higher education and especially in teacher education. The possibilities to use argumentation as a teaching method as well as method to learn scientific knowledge in teacher education is discussed. DA - 2017/04/15/ PY - 2017 DO - 10.30935/scimath/9507 DP - DOI.org (Crossref) VL - 5 IS - 2 SP - 210 EP - 221 J2 - EUROPEAN J SCI MATH ED LA - en SN - 2301251X ST - Organization of physics content knowledge for teaching purposes UR - https://www.scimath.net/article/organization-of-physics-content-knowledge-for-teaching-purposes-from-knowledge-justification-schemes-9507 Y2 - 2023/01/31/13:10:09 L1 - https://helda.helsinki.fi/bitstream/handle/10138/308140/527.pdf?sequence=1 ER - TY - JOUR TI - Consolidating Pre-service Physics Teachers’ Subject Matter Knowledge Using Didactical Reconstructions AU - Mäntylä, T. AU - Nousiainen, M. T2 - Science & Education AB - In the Department of Physics, University of Helsinki, there are advanced physics courses designed for the needs of pre-service physics teachers. The starting point is that after introductory and intermediate physics courses, pre-service physics teachers know laws and definitions but the knowledge is quite fragmented and does not form coherent wholes. Graphical tools called didactical reconstructions were developed to help pre-service physics teachers to consolidate their physics knowledge. The idea behind the reconstructions is that “new” physics knowledge is always constructed based on previous knowledge (quantities, laws, theory). This means that every new concept is connected to previous concepts when it is formed; this is captured in the didactical reconstruction of processes. Then, when the knowledge is further constructed, the formed concept will be connected to other new concepts. This approach leads to the didactical reconstruction of structure: networks of quantities and laws, where the experiments and models construct the connections between quantities and laws. Here an overview and summary of the educational approach based on the didactical reconstruction is given for the first time. The results of the previously reported case studies show that the didactical reconstructions help students to connect the knowledge pieces into meaningful and more coherent wholes. These didactical reconstructions are now an integral part of our pre-service physics teacher education. DA - 2014/08/01/ PY - 2014 DO - 10.1007/s11191-013-9657-7 DP - Springer Link VL - 23 IS - 8 SP - 1583 EP - 1604 J2 - Sci & Educ LA - en SN - 1573-1901 UR - https://doi.org/10.1007/s11191-013-9657-7 Y2 - 2023/01/31/13:10:48 ER - TY - BOOK TI - The Structure of Complex Networks: Theory and Applications AU - Estrada, Ernesto AB - This book deals with the analysis of the structure of complex networks by combining results from graph theory, physics, and pattern recognition. The book is divided into two parts. 11 chapters are dedicated to the development of theoretical tools for the structural analysis of networks, and 7 chapters are illustrating, in a critical way, applications of these tools to real-world scenarios. The first chapters provide detailed coverage of adjacency and metric and topological properties of networks, followed by chapters devoted to the analysis of individual fragments and fragment-based global invariants in complex networks. Chapters that analyse the concepts of communicability, centrality, bipartivity, expansibility and communities in networks follow. The second part of this book is devoted to the analysis of genetic, protein residue, protein-protein interaction, intercellular, ecological and socio-economic networks, including important breakthroughs as well as examples of the misuse of structural concepts. DA - 2012/// PY - 2012 DP - Google Books SP - 478 LA - en PB - OUP Oxford SN - 978-0-19-959175-6 ST - The Structure of Complex Networks L2 - https://books.google.fi/books?id=7z3yku1zI-oC KW - Computers / Computer Science KW - Mathematics / Combinatorics KW - Mathematics / Discrete Mathematics KW - Mathematics / Graphic Methods KW - Science / Life Sciences / Biochemistry KW - Science / Physics / Atomic & Molecular KW - Science / Physics / General KW - Science / Physics / Mathematical & Computational KW - Science / System Theory ER - TY - JOUR TI - Reading and writing to learn science: Achieving scientific literacy AU - Glynn, Shawn M. AU - Muth, K. Denise T2 - Journal of Research in Science Teaching AB - A key step in helping students to achieve scientific literacy is to ensure that each school's curriculum supports students' efforts to learn science meaningfully. Educational researchers play a vital role in this step by providing teachers, teacher educators, administrators, and policy makers with information about the creation of a curriculum that supports scientific literacy. In a scientific literacy curriculum, reading and writing can serve as dynamic vehicles for learning science meaningfully. The task of educational researchers is to show how reading and writing can be used most effectively to support science learning. Much of what is done now in schools is based on teacher intuition—good intuition—but intuition nonetheless. What is needed is school-based research to validate and build upon these intuitions. This article is intended to stimulate research on reading and writing to learn science. DA - 1994/// PY - 1994 DO - 10.1002/tea.3660310915 DP - Wiley Online Library VL - 31 IS - 9 SP - 1057 EP - 1073 LA - en SN - 1098-2736 ST - Reading and writing to learn science UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.3660310915 Y2 - 2023/01/31/13:14:25 L2 - https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.3660310915 ER - TY - JOUR TI - Conceptions and Contexts: On the Interpretation of Interview and Observational Data AU - Halldén, Ola AU - Haglund, Liza AU - Strömdahl, Helge T2 - Educational Psychologist AB - Research within a constructivist approach often relies on interview data, which are used to reveal beliefs held by the interviewee or to expose conceptions or conceptual structures that are supposed to reside within the interviewee. From a sociocultural perspective, severe criticism has been leveled against the neglect of the problems of inferring conceptions held by a participant from what is uttered in an interview. Utterances should be looked upon as cultural tools used to realize discursive practices, rather than as propositions mirroring mental entities. It is argued that the clinical interview, often used by constructivists, disregards the impact of a situation and discursive norms with regard to what is uttered in a conversation. Here, it is argued that by taking into account an interviewee's conceptions of the situation, as well as of the subject matter being talked about, some sort of a bridge between the methodological standpoints of constructivism and sociocultural theory can be formed. It is proposed that utterances should be regarded as actions, and thus the problem of ascribing meanings to behavior is in focus, that is, how a series of behaviors can be regarded as an intentional action. It is argued that by means of such an approach, it is possible to make inferences about conceptions and conceptual structures much in the same way as is done in research on conceptual change. However, this means that utterances cannot just be “read off.” The interviewee's aims, conceptions of the subject matter talked about, as well as the interviewee's conceptions of the situation to hand must be taken into account. A reinterpretation of data reported by Andrea diSessa and Bruce Sherin is used as an illustration. DA - 2007/01/01/ PY - 2007 DO - 10.1080/00461520709336916 DP - Taylor and Francis+NEJM VL - 42 IS - 1 SP - 25 EP - 40 SN - 0046-1520 ST - Conceptions and Contexts UR - https://doi.org/10.1080/00461520709336916 Y2 - 2023/01/31/13:15:52 ER - TY - JOUR TI - Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science AU - Keys, Carolyn W. AU - Hand, Brian AU - Prain, Vaughn AU - Collins, Susan T2 - Journal of Research in Science Teaching AB - This article presents and discusses preliminary research on a new heuristic tool for learning from laboratory activities in secondary science. The tool, called the science writing heuristic, can be used by teachers as a framework from which to design classroom activities. Theoretically, the science writing heuristic represents a bridge between traditional laboratory reports and types of writing that promote personal construction of meaning. Two eighth-grade classes participated in using the science writing heuristic during an 8-week stream study. The teacher and one of the researchers collaboratively developed activities based on the science writing heuristic that the teacher implemented. Nineteen target students were studied in depth. Characteristics of report writing and students' understanding of the nature of science were investigated, using interpretive techniques. There is evidence that use of the science writing heuristic facilitated students to generate meaning from data, make connections among procedures, data, evidence, and claims, and engage in metacognition. Students' vague understandings of the nature of science at the beginning of the study were modified to more complex, rich, and specific understandings. The implications of the study for writing in science classrooms is discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1065–1084, 1999 DA - 1999/// PY - 1999 DO - 10.1002/(SICI)1098-2736(199912)36:10<1065::AID-TEA2>3.0.CO;2-I DP - Wiley Online Library VL - 36 IS - 10 SP - 1065 EP - 1084 LA - en SN - 1098-2736 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291098-2736%28199912%2936%3A10%3C1065%3A%3AAID-TEA2%3E3.0.CO%3B2-I Y2 - 2023/01/31/13:16:44 L2 - https://onlinelibrary.wiley.com/doi/abs/10.1002/(SICI)1098-2736(199912)36:10%3C1065::AID-TEA2%3E3.0.CO;2-I ER - TY - JOUR TI - Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining? AU - Lachner, Andreas AU - Jacob, Leonie AU - Hoogerheide, Vincent T2 - Learning and Instruction AB - Research has demonstrated that oral explaining to a fictitious student improves learning. Whether these findings replicate, when students are writing explanations, and whether instructional explaining is more effective than other explaining strategies, such as self-explaining, is unclear. In two experiments, we compared written instructional explaining to written self-explaining, and also included written retrieval and a baseline control condition. In Experiment 1 (N = 147, between-participants-design, laboratory experiment), we obtained no effect of explaining. In Experiment 2 (N = 50, within-participants-design, field-experiment), only self-explaining was more effective than our control conditions for attaining transfer. Self-explaining was more effective than instructional explaining. A cumulating meta-analysis on students’ learning revealed a small effect of instructional explaining on conceptual knowledge (g = 0.22), which was moderated by the modality of explaining (oral explaining > written explaining). These findings indicate that students who write explanations are better off self-explaining than explaining to a fictitious student. DA - 2021/08/01/ PY - 2021 DO - 10.1016/j.learninstruc.2020.101438 DP - ScienceDirect VL - 74 SP - 101438 J2 - Learning and Instruction LA - en SN - 0959-4752 ST - Learning by writing explanations UR - https://www.sciencedirect.com/science/article/pii/S0959475220307337 Y2 - 2023/01/31/13:17:39 L1 - https://psyarxiv.com/8hjcx/download L2 - https://www.sciencedirect.com/science/article/abs/pii/S0959475220307337 KW - Generative learning KW - Learning by explaining KW - Retrieval practice KW - Self-explaining ER - TY - BOOK TI - Talking Science: Language, Learning, and Values AU - Lemke, Jay L. AB - "Talking Science" does not mean simply talking about science; it means doing science through the medium of language. This is a book about communication, scientific, and technical education. Chapters 1 and 2 introduce the specific themes and methods of the book. Each analyzes a brief classroom episode, looking from two different points of view at how teachers and students talk science. Chapter 3 is about the unwritten rules of the classroom: the social situations that occur in classrooms and teachers' and students' strategies for attempting to control each other's behavior and the course of classroom events. Chapter 4 describes how the semantic resources of language are used in talking science. Chapter 5 ties the language of the classroom to larger social issues of attitudes, interests, and values. Chapter 6 is a brief discussion of the similarities and differences to be expected when applying the arguments of this book to subjects other than science. Chapter 7 summarizes many of the arguments made throughout the book by providing a list of practical recommendations for changing the methods of teaching. An overview of social semiotics is given in chapter 8. Appendixes include five transcripts of lesson episodes as well as summaries of teacher and student strategies of control, thematic development strategies, and methods used in science classroom research studies. (Contains over 100 references.) (PR) DA - 1990/// PY - 1990 DP - ERIC LA - en PB - Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (hardback: ISBN-0-89391-565-3; paperback: ISBN-0-89391-566-1). SN - 978-0-89391-565-0 ST - Talking Science UR - https://eric.ed.gov/?id=ED362379 Y2 - 2023/01/31/13:18:24 L1 - http://files.eric.ed.gov/fulltext/ED362379.pdf KW - Case Studies KW - College Science KW - Communication (Thought Transfer) KW - Concept Formation KW - Elementary School Science KW - Elementary Secondary Education KW - Higher Education KW - Language KW - Linguistics KW - Science Education KW - Science Teachers KW - Scientific Concepts KW - Secondary School Science KW - Semiotics KW - Student Attitudes KW - Technology Education ER - TY - BOOK TI - The Language of Schooling: A Functional Linguistics Perspective AU - Schleppegrell, Mary J. AB - This book is about how language is used in the context of schooling. It demonstrates that the variety of English expected at school differs from the CY - New York DA - 2004/03/19/ PY - 2004 SP - 208 PB - Routledge SN - 978-1-4106-1031-7 ST - The Language of Schooling ER - TY - JOUR TI - "Conceptual Change in Science Education: Paradigms and Language-Games." AU - Stenhouse, David T2 - Science Education AB - Offers perspectives on how conceptual changes actually take place in students. Proposes that elements of Kuhn's concept of scientific paradigms and Wittgenstein's concept of the "language-game" be considered in an analysis of conceptual change. Explains how components of these models relate to science learning. (ML) DA - 1986/// PY - 1986 DP - ERIC VL - 70 IS - 4 SP - 413 EP - 25 LA - en ST - "Conceptual Change in Science Education Y2 - 2023/01/31/13:24:03 L2 - https://eric.ed.gov/?id=EJ341800 KW - Cognitive Development KW - Concept Formation KW - Elementary School Science KW - Elementary Secondary Education KW - Language Role KW - Models KW - Philosophy KW - Science Education KW - Science Instruction KW - Secondary School Science ER - TY - BOOK TI - Language and literacy in science education AU - Wellington, J. J. AU - Osborne, Jonathan CN - Q181 .W437 2001 CY - Buckingham ; Phildelphia DA - 2001/// PY - 2001 DP - Library of Congress ISBN SP - 152 LA - en PB - Open University SN - 978-0-335-20599-8 978-0-335-20598-1 L1 - https://d1wqtxts1xzle7.cloudfront.net/43369317/Language_and_Literacy_in_Science_Educati20160304-436-1c54uc4-libre.pdf?1457131606=&response-content-disposition=inline%3B+filename%3DLanguage_and_Literacy_In_Science_Educati.pdf&Expires=1675175090&Signature=GHEQgHfjInK98PFGm5Rewzoa7MVIcLzvisGncn-FDzsIqnmFrPJQFOebMJkKWH7sYrrWwF92xsgtLaHa23O5z9FWUnk6Luy2s09qZ4w1ZOGgI4OZrl2iAITi651NzyH1ukcgaveeNYw0lS6uC6825jTHcJQhVRbTqCdZmiN6YJ6mEjVycZLU~olKqHaTMMM~Y8uZPEcDMu5a2EIQVsiBbIPqi4oui59Nu2VLnaNjzBLV~DakCir3rmYExJkOq3~blHO7DucBgPPKm-iD74IuW6GeMPOGzoyOsk0NWGdq2dLFz3hcICxEfO0aEbjPITeixsTDVKDQ~iPVy45uqFVTIw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA KW - Language KW - Science KW - Study and teaching KW - Technical writing ER - TY - JOUR TI - Language gap between college introductory physics textbooks and high school physics textbooks AU - Yun, Eunjeong T2 - European Journal of Physics AB - This study investigates the extent of the difficulty faced by college students taking an introductory physics class by comparing linguistic differences in terminology between a high school physics textbook and a college introductory physics textbook. In addition, it explores new linguistic expressions used to teach introductory physics in college, which specifically lead to information on the content and expressions that students are familiar with as well as new content and expressions. This information can be utilized to formulate teaching strategies. Text from the chapters on ‘force’ is extracted from a high school physics textbook and a college introductory physics textbook. The text was studied in terms of word frequency analysis, N-gram analysis, keyword analysis, and network analysis. Results indicate that about 70% of the text in the college introductory physics textbook had new words not used in the high school physics textbook, and these words were used to elaborate on the content covered in high school. In introductory physics, a large number of words are interconnected in complex relationships. However, from an educational viewpoint, since the relationship between these words is not explicitly shown and not used often in the textbook, students may find it difficult to understand the content. This study inferred students’ prior knowledge of physics by examining the linguistic expressions central to high school textbooks. The results suggest that when teaching introductory physics in college, it is necessary to consider the content or expressions that students are familiar with and those that they are unfamiliar with. DA - 2020/10// PY - 2020 DO - 10.1088/1361-6404/abbaae DP - Institute of Physics VL - 41 IS - 6 SP - 065704 J2 - Eur. J. Phys. LA - en SN - 0143-0807 UR - https://dx.doi.org/10.1088/1361-6404/abbaae Y2 - 2023/01/31/13:25:42 ER - TY - JOUR TI - Extraction of scientific semantic networks from science textbooks and comparison with science teachers’ spoken language by text network analysis AU - Yun, E. AU - Park, Y. T2 - International Journal of Science Education AB - Just as language reflects one’s thoughts, the text of science textbooks reflects the structure of scientific knowledge and thought. Therefore, students’ learning of scientific language leads to their acquisition of the structure of scientific knowledge and thought. The purposes of this study were to extract scientific semantic network from science textbooks as the ideal model of using scientific language, and to examine how well science teachers are implementing scientific semantic networks in science classes by comparing and analysing their spoken language. Through a recursive method, science textbooks were searched for keywords and their relationships, and consequently a scientific semantic network was presented. As a result of the comparison with science teachers’ spoken language, it was found that the teachers were not able to implement the scientific semantic network exactly and efficiently in class, and the focus of the contents of their instruction was also different from the textbook. Science textbook was focused on qualitative aspects of the concept such as meaning, element, characteristic etc, on the other hand science teachers’ language was focused on quantitative aspect of the concept such as calculation, graph etc. DA - 2018/11/22/ PY - 2018 DO - 10.1080/09500693.2018.1521536 DP - Taylor and Francis+NEJM VL - 40 IS - 17 SP - 2118 EP - 2136 SN - 0950-0693 UR - https://doi.org/10.1080/09500693.2018.1521536 Y2 - 2023/01/31/13:26:37 KW - classroom language KW - scientific language KW - text network analysis KW - Textbook analysis ER - TY - CHAP TI - Developing Argumentation: Lessons Learned in the Primary School AU - Mercer, Neil T2 - Argumentation and Education: Theoretical Foundations and Practices A2 - Muller Mirza, Nathalie A2 - Perret-Clermont, Anne-Nelly AB - In this chapter, I argue three main points: first, that one of the most important aims of education ought to be to develop children’s capability for argumentation; secondly, that teachers can make a significant contribution to this development; and thirdly, that the development of children’s use of language as a tool for argumentation helps the development of their individual intellectual capabilities. To do so, I first discuss the importance of children’s engagement in dialogue for the development of their thinking and understanding. I then consider education as a dialogic process, in which both the talk between teachers and learners and the talk amongst learners have important roles to play. Finally, I describe some classroom-based research which has enabled teachers to encourage the development of children’s use of spoken language for thinking and arguing effectively together, and which has also provided empirical support for the relationship between thought, language and social activity claimed by the Russian psychologist Lev Vygotsky. CY - Boston, MA DA - 2009/// PY - 2009 DP - Springer Link SP - 177 EP - 194 LA - en PB - Springer US SN - 978-0-387-98125-3 ST - Developing Argumentation UR - https://doi.org/10.1007/978-0-387-98125-3_7 Y2 - 2023/01/31/13:47:59 KW - Argumentation KW - Classroom talk KW - Cognitive development KW - Reasoning ER - TY - CHAP TI - Argumentation and Learning AU - Schwarz, Baruch B. T2 - Argumentation and Education: Theoretical Foundations and Practices A2 - Muller Mirza, Nathalie A2 - Perret-Clermont, Anne-Nelly AB - This chapter provides multiple perspectives on the intricate relations between argumentation and learning. Different approaches to learning impinge on the way argumentation is conceived of: as a powerful vehicle for reaching shared understanding, as a set of skills pertaining to critical reasoning, or as a tool for social positioning. Each perspective has harvested empirical studies that have stressed the importance of argumentation in learning. Methodological tools that fit the respective perspectives are reviewed. In spite of the pluralistic stance adopted, this chapter attempts to draw connections between the findings obtained in the different perspectives. In a separate part, it considers the specific role of argumentation in learning processes and outcomes for four subjects areas: in mathematics, studies are presented that show deep gaps between argumentation and proof. In science, experimental studies are reviewed to examine whether and how argumentation promotes conceptual change. In history, the chapter considers the role of argumentation in challenging narratives and in claiming a position. At last, we describe the new wave that characterizes civic education programs towards the instillation of argumentative practices in democratic citizenship. CY - Boston, MA DA - 2009/// PY - 2009 DP - Springer Link SP - 91 EP - 126 LA - en PB - Springer US SN - 978-0-387-98125-3 UR - https://doi.org/10.1007/978-0-387-98125-3_4 Y2 - 2023/01/31/13:53:49 KW - Critical reasoning KW - Emergent Learning KW - Learning from interaction KW - Shared Understanding ER - TY - JOUR TI - The Language Demands of Science Reading in Middle School AU - Fang, Zhihui T2 - International Journal of Science Education AB - The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English‐language learners. This article identifies some of the linguistic challenges involved in reading middle‐school science texts and suggests several teaching strategies to help students cope with these challenges. It is argued that explicit attention to the unique language of school science should be an integral part of science literacy pedagogy. DA - 2006/04/14/ PY - 2006 DO - 10.1080/09500690500339092 DP - Taylor and Francis+NEJM VL - 28 IS - 5 SP - 491 EP - 520 SN - 0950-0693 UR - https://doi.org/10.1080/09500690500339092 Y2 - 2023/01/31/13:13:15 ER -