The use of language in understanding subject matter |
| |
| Authors: | Lennart Svensson Elsie Anderberg Christer Alveg?rd and Thorsten Johansson |
| |
| Institution: | (1) Department of Education, Lund university, Allhelgona Kyrkogata 14M, Lund, Scania, 221 00, Sweden;(2) Department of Philosophy, Uppsala University, Uppsala, Sweden |
| |
| Abstract: | Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject
matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected
to learn. There is also often a lack of identity of meaning between the same students’ use of the same expression from one
use of the expression to another, in very similar contexts. The context gives a specific meaning to any expression. This variation
in context and meaning is very central to the phenomena of teaching and learning. In educational research there is a need
to differentiate between specific meanings expressed in conceptualizing subject matter, on the one hand, and concepts and
meanings seen as parts of cognitive systems and social languages, on the other. The contextual character of the use of language
is crucial to the understanding of teaching and learning and needs to be more carefully considered. The article is a discussion
of the problem of varying meanings of language expressions in relation to major traditions of research, focusing on meanings
and concepts within the field of learning and teaching. |
| |
| Keywords: | Language Thought Understanding Learning Studies Science education Phenomenography |
| 本文献已被 SpringerLink 等数据库收录！ |
|
