«Думать и говорить, как ученые»: диагностика уровня сформированности научных понятий посредством лингвистического эксперимента (на примере общей и неорганической химии)

Marina Iu. Sidorova; Mikhail D. Agapkin

doi:10.24412/1811-1629-2021-2-13-24

Authors

Marina Iu. Sidorova Lomonosov Moscow State University Moscow, GSP-1, Leninskie Gory, 1
Mikhail D. Agapkin Lomonosov Moscow State University Moscow, GSP-1, Leninskie Gory, 1

DOI:

https://doi.org/10.24412/1811-1629-2021-2-13-24

Abstract

The article discusses the results of a linguistic experiment aimed at studying the understanding of linguistic expressions from textbooks on general and inorganic chemistry for universities, by three groups of Russian speakers: high school students of 8-11th grades; university students, studying at the program “Chemistry”; undergraduate and graduate students of the “Philology” program. The experiment was carried out according to the “extra third” methodology using Google forms. The purpose of the experiment was to fi nd out at what stage of mastering a special discipline students begin to “think and speak like scientists” (Jay Lemke) and what role linguistic competence can play in operating with elements of a special language, both terminological and common with the general literary language. The results of the experiment show that the linguistic transformation (crosscultural transition), necessary for the construction of professional natural science models, occurs in the process of obtaining higher professional education (for chemistry students). The experiment also confi rms the hypothesis that high linguistic competence makes it possible in some cases to compensate for the lack of professional knowledge at the expense of more qualifi ed handling of linguistic units and contexts (for philologists). Th e worst results were demonstrated by the group of high school students, which can be explained by the inadequacy of both the subject and linguistic competences of these respondents. The authors have formulated the corresponding tasks for the teachers of the course “Russian Language and Culture of Speech” at the natural sciences departments, based on the analysis of the results of the experiment. Th e article identifi es the ways of solving problems that may be encountered, on the one hand, by philologists, and, on the other hand, by teachers of the language for special purposes in the course of teaching students “to think and speak like scientists”.

Keywords:

language for special purposes, linguistic experiment, chemistry, cross-cultural transition;, cross-cultural transition, scientifi c concepts

Downloads

Download data is not yet available.

References

Литература

Павлов 2016 — Павлов И. П. Физиология и психология при изучении высшей нервной деятельности животных. В кн.: Павлов И.П. Физиология. Избранные труды.М.: Юрайт, 2016. С. 194–206.

Пентин 2010 — Пентин А. Ю. Построение естественнонаучных и математических моделей как линвистическое преобразование. В кн.: Лингвистический компонент обучения в средней школе: теория и практика.2010. С. 106–114.

Сидорова, Шматко, Певцов 2021 — Сидорова М. Ю., Шматко А. С., Певцов Д. Н. Лексико-грамматическая основа общей и неорганической химии. М.: Доброе слово и Ко, 2021. 289 с.

Aikenhead 1996 — Aikenhead G. S. Science education: border crossing into the subculture of science. Studies in Science Education. 1996, (27): 1–52.

Bučková 2020 — Bučková A., Prokša M. The persistence of primary school students’ initial ideas about acids and bases in the mental models of adults. Chemical Education Research and Practice. 2020, (22): 164–174.

Barke 2009 — Barke H.-D., Hazari A., Yitbarek S. Misconceptions in chemistry: Addressing perceptions in chemical education. Berlin: Springer–Verlag Heidelberg, 2009. 294 p.

Brown 2008 — Brown D.E., Hammer D. International Handbook of Research on Conceptual Change: Conceptual Change in Physics. New York and London: Routledge Taylor & Francis Group, 2008. P. 127–154.

Carlsen 2007 — Carlsen W. S. Handbook of Research in Science Education: Language and science learning. Mahwah, NJ: Lawrence Erlbaum Associates Inc., 2007. P. 57–74.

Cetin 2005 — Cetin A., Kaya E., Geban O. Facilitating conceptual change in acid–base concepts. In:The British Educational Research Association Annual Conference. University of Glamorgan, 2005.

Cink 2016 — Cink R.B., Song Y. Appropriating scientific vocabulary in chemistry laboratories: a multiple case study of four community college students with diverse ethno-linguistic backgrounds. Chemical Education Research and Practice. 2016, (17): 604–617.

Cobern 1997 — Cobern W.W., Aikenhead G.S. Cultural aspects of learning science. In: The 1997 annual meeting of the National Association for Research in Science Teaching Scientifi c. Chicago, 1997. P. 1–20.

Driver 1994 — Driver R., Asoko H., Leach J., Mortimer E., Scott P. Constructing scientifi c knowledge in the classroom.Educational Researcher. 1994, (7): 5–12.

Duit 1991 — Duit R. The constructivist view in science education — what it has to off er and what should not be expected from it. Investigações em Ensino de Ciências. 1991, (1): 40–75.

Halliday 1993 — Halliday M.A.K. Towards a language-based theory of learning. Linguist Education. 1993, (2): 93–116.

Horton 2007 — Horton C. Student alternative conceptions in chemistry. California Journal of Science Education. 2007, (2): 18–38.

Kind 2004 — Kind V. Beyond Appearances: Students’ misconceptions about basic chemical ideas. 2nd Edition. School of Education, Durham University, UK, 2004. 84 p.

Lemke 1990 — Lemke J.L. Talking Science: language, learning, and values. Norwood, NJ: Ablex. 1990. 269 p.

Mulford 2002 — Mulford D.R., Robinson W.R. An inventory for alternate conceptions among fi rst semester General Chemistry students. Journal of Chemical Education. 2002, (6): 739–744.

Posner 1982 — Posner G. J., Strike K. A., Hewson P. W., Gertzog W. A. Accommodation of scientifi c conception: Toward a theory of conceptual change. Science Education. 1982, (2): 211–227.

Solomon 1983 — Solomon J. Learning about energy: How pupils think in two domains. European Journal of Science Education. 1983, (1): 49–59.

Stojanovska 2017 — Stojanovska M., Petruševski V. M. Investigating the presence of misconceptions of 8th grade students through multiple-choice questions at national chemistry competition tests. Macedonian Journal of Chemistry and Chemical Engineering. 2017, (2): 279–284.

Stojanovska 2012 — Stojanovska M., Soptrajanov B. T., Petruševski V. M. Addressing Misconceptions about the Particulate Nature of Matter among Secondary-School and High-School Students in the Republic of Macedonia. Creative Education. 2012, (5): 619–631.

Treagust 1988 — Treagust D. F. Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education. 1988, (2): 159–169.

References

Павлов 2016 — Pavlov I. P. Philology and psychology in the study of higher nervous activity of animals. In: Pavlov I. P. Fiziologiia. Izbrannye trudy. Moscow: Iurait Publ., 2016. P. 194–206. (in Russian)

Пентин 2010 — Pentin A. Iu. Construction of natural science and mathematical models as a linguistic transformation. In: Lingvisticheskii komponent obucheniia v srednei shkole: teoriia i praktika. 2010. P. 106–114. (in Russian)

Сидорова, Шматко, Певцов 2021 — Sidorova M. Iu., Shmatko A. S., Pevtsov D. N. Lexico-grammatical basis of general and inorganic chemistry. Moscow: Dobroe slovo i Ko Publ., 2021. 289 s. (in Russian)

Aikenhead 1996 — Aikenhead G. S. Science education: border crossing into the subculture of science. Studies in Science Education. 1996, (27): 1–52.

Bučková 2020 — Bučková A., Prokša M. The persistence of primary school students’ initial ideas about acids and bases in the mental models of adults. Chemical Education Research and Practice. 2020, (22): 164–174.

Barke 2009 — Barke H.-D., Hazari A., Yitbarek S. Misconceptions in chemistry: Addressing perceptions in chemical education. Berlin: Springer–Verlag Heidelberg, 2009. 294 p.

Brown 2008 — Brown D.E., Hammer D. International Handbook of Research on Conceptual Change: Conceptual Change in Physics. New York and London: Routledge Taylor & Francis Group, 2008. P. 127–154.

Carlsen 2007 — Carlsen W. S. Handbook of Research in Science Education: Language and science learning. Mahwah, NJ: Lawrence Erlbaum Associates Inc., 2007. P. 57–74.

Cetin 2005 — Cetin A., Kaya E., Geban O. Facilitating conceptual change in acid–base concepts. In: The British Educational Research Association Annual Conference. University of Glamorgan, 2005.

Cink 2016 — Cink R.B., Song Y. Appropriating scientific vocabulary in chemistry laboratories: a multiple case study of four community college students with diverse ethno-linguistic backgrounds. Chemical Education Research and Practice. 2016, (17): 604–617.

Cobern 1997 — Cobern W.W., Aikenhead G.S. Cultural aspects of learning science. In: The 1997 annual meeting of the National Association for Research in Science Teaching Scientific. Chicago, 1997. P. 1–20.

Driver 1994 — Driver R., Asoko H., Leach J., Mortimer E., Scott P. Constructing scientific knowledge in the classroom. Educational Researcher. 1994, (7): 5–12.

Duit 1991 — Duit R. The constructivist view in science education — what it has to offer and what should not be expected from it. Investigações em Ensino de Ciências. 1991, (1): 40–75.

Halliday 1993 — Halliday M.A.K. Towards a language-based theory of learning. Linguist Education. 1993, (2): 93–116.

Horton 2007 — Horton C. Student alternative conceptions in chemistry. California Journal of Science Education. 2007, (2): 18-38.