Danielle B. Harlow and
Valerie K. Otero
Many words are used in physics differently than they are used in everyday speech. Thus, physics learners must develop conceptual understandings of physical phenomena while learning to use words in new ways. This simultaneous construction of physics concepts and discourse requires that students talk about partially understood concepts using partially acquired vocabulary. Our analysis shows that the development of physics discourse and conceptual understanding, while intricately related, are separate processes.
Published February 14, 2006
Last Modified May 20, 2012
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