The need to differentiate between language meaning and content of conceptions of subject matter.
(2006) AERA (American Educational Research Association) Annual Meeting, 2006- Abstract
- Empirical results show that there is often no identity between the meaning of expressions used by students in expressing their understanding of subject matter and the meaning of those expressions in collectively shared meaning systems, social languages or discourses, and especially not the meaning system represented by the subject matter theory expected to be learned. There is also often a lack of identity of meaning between the same students’ use of the same expressions from one use of an expression to another, in very similar contexts. This lack of identity depends on that the expressions in use form part of more extensive expressions and get their meaning as parts of these wholes. This variation in meaning is very central to the... (More)
- Empirical results show that there is often no identity between the meaning of expressions used by students in expressing their understanding of subject matter and the meaning of those expressions in collectively shared meaning systems, social languages or discourses, and especially not the meaning system represented by the subject matter theory expected to be learned. There is also often a lack of identity of meaning between the same students’ use of the same expressions from one use of an expression to another, in very similar contexts. This lack of identity depends on that the expressions in use form part of more extensive expressions and get their meaning as parts of these wholes. This variation in meaning is very central to the phenomena of teaching and learning. In educational research, problems of meaning have to be dealt with without assuming identity between meanings used in expressing understanding of subject matter and concepts and meanings in cognitive systems or social languages. There is a need to differentiate between specific meanings expressed in conceptualising subject-matter content and concepts and meanings seen as parts of cognitive systems and social languages. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/747154
- author
- Svensson, Lennart LU and Alvegård, Christer LU
- organization
- publishing date
- 2006
- type
- Contribution to conference
- publication status
- unpublished
- subject
- keywords
- studies, understanding, language, learning, phenomenography., thought
- pages
- 17 pages
- conference name
- AERA (American Educational Research Association) Annual Meeting, 2006
- conference location
- San Fransisco, United States
- conference dates
- 2006-04-08 - 2006-04-12
- project
- The interplay between language and thought in understanding problems from a student perspective
- language
- English
- LU publication?
- yes
- id
- 46bffab6-e49b-4589-859b-d78b29012bcb (old id 747154)
- date added to LUP
- 2016-04-04 13:42:27
- date last changed
- 2018-11-21 21:15:45
@misc{46bffab6-e49b-4589-859b-d78b29012bcb,
abstract = {{Empirical results show that there is often no identity between the meaning of expressions used by students in expressing their understanding of subject matter and the meaning of those expressions in collectively shared meaning systems, social languages or discourses, and especially not the meaning system represented by the subject matter theory expected to be learned. There is also often a lack of identity of meaning between the same students’ use of the same expressions from one use of an expression to another, in very similar contexts. This lack of identity depends on that the expressions in use form part of more extensive expressions and get their meaning as parts of these wholes. This variation in meaning is very central to the phenomena of teaching and learning. In educational research, problems of meaning have to be dealt with without assuming identity between meanings used in expressing understanding of subject matter and concepts and meanings in cognitive systems or social languages. There is a need to differentiate between specific meanings expressed in conceptualising subject-matter content and concepts and meanings seen as parts of cognitive systems and social languages.}},
author = {{Svensson, Lennart and Alvegård, Christer}},
keywords = {{studies; understanding; language; learning; phenomenography.; thought}},
language = {{eng}},
title = {{The need to differentiate between language meaning and content of conceptions of subject matter.}},
year = {{2006}},
}