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Physical Review Special Topics - Physics Education Research
written by David T. Brookes and Eugenia Etkina
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.
Subjects Levels Resource Types
Education Foundations
- Communication
= Language
General Physics
- Physics Education Research
Quantum Physics
- General
- Graduate/Professional
- Upper Undergraduate
- Reference Material
= Research study
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© 2007 The American Physical Society
DOI:
10.1103/PhysRevSTPER.3.010105
PACSs:
01.40.Fk
01.40.Ha
03.65.?w
Keywords:
conceptual model, language difficulty, student ontology
Record Creator:
Metadata instance created August 17, 2007 by David Brookes
Record Updated:
May 15, 2014 by Bruce Mason
Last Update
when Cataloged:
May 15, 2007
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Record Link
AIP Format
D. Brookes and E. Etkina, Phys. Rev. ST Phys. Educ. Res. 3 (1), 010105 (2007), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.3.010105).
AJP/PRST-PER
D. Brookes and E. Etkina, Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning, Phys. Rev. ST Phys. Educ. Res. 3 (1), 010105 (2007), <http://dx.doi.org/10.1103/PhysRevSTPER.3.010105>.
APA Format
Brookes, D., & Etkina, E. (2007, May 15). Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning. Phys. Rev. ST Phys. Educ. Res., 3(1), 010105. Retrieved December 18, 2017, from http://dx.doi.org/10.1103/PhysRevSTPER.3.010105
Chicago Format
Brookes, David T., and Eugenia Etkina. "Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning." Phys. Rev. ST Phys. Educ. Res. 3, no. 1, (May 15, 2007): 010105, http://dx.doi.org/10.1103/PhysRevSTPER.3.010105 (accessed 18 December 2017).
MLA Format
Brookes, David T., and Eugenia Etkina. "Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning." Phys. Rev. ST Phys. Educ. Res. 3.1 (2007): 010105. 18 Dec. 2017 <http://dx.doi.org/10.1103/PhysRevSTPER.3.010105>.
BibTeX Export Format
@article{ Author = "David T. Brookes and Eugenia Etkina", Title = {Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {3}, Number = {1}, Pages = {010105}, Month = {May}, Year = {2007} }
Refer Export Format

%A David T. Brookes
%A Eugenia Etkina
%T Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning
%J Phys. Rev. ST Phys. Educ. Res.
%V 3
%N 1
%D May 15, 2007
%P 010105
%U http://dx.doi.org/10.1103/PhysRevSTPER.3.010105
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Brookes, David T.
%A Etkina, Eugenia
%D May 15, 2007
%T Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning
%J Phys. Rev. ST Phys. Educ. Res.
%V 3
%N 1
%P 010105
%8 May 15, 2007
%U http://dx.doi.org/10.1103/PhysRevSTPER.3.010105


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