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ERIC Number: EJ820510
Record Type: Journal
Publication Date: 2007
Pages: 16
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1554-9178
Using Conceptual Metaphor and Functional Grammar to Explore How Language Used in Physics Affects Student Learning
Brookes, David T.; Etkina, Eugenia
Physical Review Special Topics - Physics Education Research, v3 n1 p010105-1--010105-16 Jan-Jun 2007
This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students and physicists talking and writing about the subject of quantum mechanics. We found that physicists' language encodes different varieties of analogical models through the use of grammar and conceptual metaphor. We hypothesize that students categorize concepts into ontological categories based on the grammatical structure of physicists' language. We also hypothesize that students overextend and misapply conceptual metaphors in physicists' speech and writing. Using our theory, we will show how, in some cases, we can explain student difficulties in quantum mechanics as difficulties with language. (Contains 4 figures, 6 tables and 53 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A