The difference in the descriptions of motion phenomena made by pupils in the first grades of secondary school and physicists is quite evident. Conceptual metaphors hidden in language suggest that there is continuity between the conceptual structure involved in the description and the interpretation of motion of experts and laypersons. In this paper the presence of such a continuity is shown through a metaphor analysis of linguistic expressions from both kind of people.
From naive to scientific understanding of motion and its causes / Ascari, Alessandro; Corni, Federico; Ceroni, Gabriele; Fuchs, Hans U.. - ELETTRONICO. - (2015), pp. 157-163. (Intervento presentato al convegno GIREP-MPTL 2014 International Conference - Teaching/Learning Physics: Integrating Research into Practice tenutosi a Palermo nel July 7-12, 2014).
From naive to scientific understanding of motion and its causes
ASCARI, ALESSANDRO;CORNI, Federico;
2015
Abstract
The difference in the descriptions of motion phenomena made by pupils in the first grades of secondary school and physicists is quite evident. Conceptual metaphors hidden in language suggest that there is continuity between the conceptual structure involved in the description and the interpretation of motion of experts and laypersons. In this paper the presence of such a continuity is shown through a metaphor analysis of linguistic expressions from both kind of people.
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