What's in a word?

Roles of Terminology, Experience, and Energy Concepts in Student Conceptions of Freezing and Boiling

“…He discussed both cultural and contextual difficulties that students may have in determining word meaning and how it relates to a particular concept. The relationship of word use and understanding is also described in detail in a number of other reports − that demonstrate this important connection for learners.…”

Improving the Understanding of Chemistry by Using the Right Words: A Clear-Cut Strategy to Avoid Misconceptions When Talking about Elements, Atoms, and Molecules

“…26 In fact, it has already been shown that slight changes in the wording of exam questions may have a profound effect on the percentage of students correctly answering those questions. 27,28 In the chemistry classroom, avoiding ambiguous concepts is paramount, as well as clearly defining the differences between those words that have both a colloquial and a scientific meaning and which may lead to possible misconceptions among students. 26,29,30 Actually, several contributions have shown that secondary, high-school, and undergraduate students tend to confuse concepts such as elements, atoms, and molecules.…”

“…As stated by Jasien, language is the currency by which individuals exchange ideas; thus the use of precise words, in particular in the classroom, is fundamental . In fact, it has already been shown that slight changes in the wording of exam questions may have a profound effect on the percentage of students correctly answering those questions. , In the chemistry classroom, avoiding ambiguous concepts is paramount, as well as clearly defining the differences between those words that have both a colloquial and a scientific meaning and which may lead to possible misconceptions among students. ,, Actually, several contributions have shown that secondary, high-school, and undergraduate students tend to confuse concepts such as elements, atoms, and molecules. − The works of Taber, , Othman et al, and Barke, pointed out that a commonly held conception among students is that both covalent and ionic lattices are made of molecules, and thus students refer to sodium chloride molecules. This misconception can also be found among secondary science teachers in the U.K .…”

Στοχευμένα Πειράματα Και Δραστηριότητες Με Αντικείμενο Την Κατανόηση Των Εννοιών Και Των Ιδιοτήτων Των Διαλυμάτων Στη Δευτεροβάθμια Εκπαίδευση

“…Herron 1996). Για πολλούς μαθητές, η Χημεία θεωρείται ως ένα δύσκολο, πολύπλοκο και αφηρημένο αντικείμενο, που χρειάζεται ειδικό νοητικό ταλέντο και μεγάλη προσπάθεια για να γίνει κατανοητό (Ben-Zvi et al 1987, Gabel 1999, Johnstone 1991, Nakhleh 1992 Cassels 1978, Cassels & Johnstone 1983, Byrne et al 1994.…”

“…Μερικές φορές η αποτυχημένη χρήση μίας λέξης σε κάποια ερώτηση έχει ως αποτέλεσμα τη δεύτερη σκέψη και αν τυχαία δύο αρνητικοί παράγοντες βρεθούν σε μία ερώτηση, ακόμη και ο πιο ικανός υποψήφιος αποτυγχάνει (Johnstone & Cassels 1978).…”