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Referent change, a neglected aspect in traditional conceptual change approaches to science learning and teaching
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
2008 (English)In: 9th Nordic Research Symposium on Science Education,2008, 2008, 141- p.Conference paper, Published paper (Refereed)
Abstract [en]

 The educational challenge of polysemy of words that are used both in non-formal (every-day) and scientific formal languages is addressed. Based upon a two dimensional semiotic analysis, 2-D-SAS, (Strömdahl, submitted) the properties and the polysemy of words are made explicit by discerning on the one hand, the word as a symbol, concept and referent and on the other hand, a set of meaning comprising non-formal senses, a scientific quality and a physical quantity. Traditional conceptual change approaches are generally not analysing a word like e.g. force from a semiotic perspective, eliciting the word as a symbol, a concept and connected to a referent. By applying the 2-D-SAS the educational relevance of identifying the referent will be salient. The potential of this approach will be illustrated by an analysis of the recurrent problems among students to learn the separate scientific meaning of heat and temperature.

Place, publisher, year, edition, pages
2008. 141- p.
Keyword [en]
conceptual change, SI, referent
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-44991Local ID: 79056OAI: oai:DiVA.org:liu-44991DiVA: diva2:265853
Available from: 2009-10-10 Created: 2009-10-10

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Strömdahl, Helge

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