Víceznačné termíny ve středoškolských přírodovědných předmětech

Jana Poupová

doi:10.14712/18047106.3106

Vol. 15 No. 1 (2024): Scientia in educatione Surveys

Language ambiguity in high school science terminology

Jana Poupová,

DOI: https://doi.org/10.14712/18047106.3106

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How to Cite

Poupová, J. (2024). Language ambiguity in high school science terminology. Scientia in Educatione, 15(1), 80-95. https://doi.org/10.14712/18047106.3106

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Abstract

The article deals with language ambiguity that appears in high school science terminology. Ambiguous terminology (homonyms and polysemic terms) creates difficulties in interdisciplinary communication, at school it can be a source of students’ misconceptions. The article presents a list of one-word ambiguous terms as they are presented in selected high school textbooks (biology, chemistry and physics). The list is (due to strictly defined criteria) not very long, nonetheless, it demonstrates the diversity of ambiguous terms, both in terms of their origin and the topic concerned (cross-discipline and intra-discipline ambiguity). Although many of these terms are marginal for high school students and their confusion is unlikely, the list gives evidence of multivalent ubiquity in scientific terminology. The article therefore offers recommendations on how the teacher should approach ambiguous terminology.

Keywords language ambiguity (multivalent terms) homonymy polysemia scientific terminology high school textbooks

References

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[1] Andariana, A., Zubaidah, S., Mahanal, S., & Suarsını, E. (2020). Identification of biology students’ misconceptions in human anatomy and physiology course through three-tier diagnostic test. Journal for the Education of Gifted Young Scientists, 8(3), 1071–1085. https://doi.org/10.17478/jegys.752438 Open DOI Search in Google Scholar

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[3] Bujalkova, M., & Dzuganova, B. (2015). English and Latin corpora of medical terms — a comparative study. International Journal of Humanities Social Sciences Education, 2(12), 82–91. Search in Google Scholar

[4] Calvert, E. S. (1956). Technical terms in science and technology. The American Journal of Psychology, 69(3), 476–479. Search in Google Scholar

[5] Carlisle, J. F., & Katz, L. A. (2006). Effects of word and morpheme familiarity on reading of derived words.Reading and Writing, 19(7), 669–693. https://doi.org/10.1007/s11145-005-5766-2 Open DOI Search in Google Scholar

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[7] Coxhead, A. (2000). A new academic word list. TESOL quarterly, 34(2), 213–238. https://doi.org/10.2307/3587951 Open DOI Search in Google Scholar

[8] Crouch, C. H., & Heller, K. (2014). Introductory physics in biological context: An approach to improve introductory physics for life science students. American Journal of Physics, 82(5), 378–386. https://doi.org/10.1119/1.4870079 Open DOI Search in Google Scholar

[9] Čechová, M., Dokulil, M., Hrbáček, J., Hlavsa, Z., & Hrušková, Z. (2011). Čeština – řeč a jazyk. SPN. Search in Google Scholar

[10] Drozdíková, A., & Nemcová, M. (2019). Možnosti použitia pojmových máp pri odhaľovaní nesprávneho chápania chemických pojmov na strednej škole. Biologie – Chemie – Zeměpis, 28(2), 19–28. https://doi.org/10.14712/25337556.2019.2.3 Open DOI Search in Google Scholar

[11] Fletcher-Wood, H. (2021). Responzivní výuka. Kognitivní vědy a formativní hodnocení v praxi. Universum. Search in Google Scholar

[12] Flood, W. E. (1960). Scientific words, their structure and meaning. Oldbourne. Search in Google Scholar

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[17] Hanson, R., Sam, A., & Antwi, V. (2012). Misconceptions of undergraduate chemistry teachers about hybridisation. African Journal of Educational Studies in Mathematics and Sciences, 10(1), 45–54. Search in Google Scholar

[18] Hegazy, A. A., & Al-Rukban, M. O. (2012). Hymen: facts and conceptions. The Health, 3(4), 109–115. Search in Google Scholar

[19] Hladká, Z. (2017a). Víceznačnost. In P. Karlík, M. Nekula & J. Pleskalová (Eds.), CzechEncy – Nový encyklopedický slovník češtiny. https://www.czechency.org/slovnik/VÍCEZNAČNOST Search in Google Scholar

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[22] Cheong, I. P. A., Treagust, D., Kyeleve, I. J., & Oh, P. Y. (2010). Evaluation of students’ conceptual understanding of malaria. International Journal of Science Education, 32(18), 2497–2519. https://doi.org/10.1080/09500691003718014 Open DOI Search in Google Scholar

[23] Chrzanowski, M. M., Grajkowski, W., Zuchowski, S., Spalik, K., & Ostrowska, E. B. (2018). Vernacular misconceptions in teaching science — types and causes. Journal of Turkish Science Education, 15(4), 29–54. Search in Google Scholar

[24] Jelínek, J., & Zicháček, V. (2006). Biologie pro gymnázia. Nakladatelství Olomouc. Search in Google Scholar

[25] Jenkins, J. R., & Dixon, R. (1983). Vocabulary learning. Contemporary Educational Psychology, 8(3), 237–260. https://doi.org/10.1016/0361-476X(83)90016-4 Open DOI Search in Google Scholar

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