Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning

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 over-extend 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.Comment: Accepted for publication in Phys. Rev. ST:PE

The case for a crime of political genocide under international law

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Validating Measures of Interdisciplinarity: Linking Bibliometric Measures to Ethnographic Studies of Engineering Research Labs

Atlanta Conference on Science and Innovation Policy 2011This paper reflects the results to date of an ongoing project that is examining how the results of specific examples of interdisciplinary research are reflected in scholarly publications over time. We seek to compare knowledge based on ethnographic studies of a well-established researcher and his colleagues against bibliometric indicators of cognitive integration in specific papers produced by this researcher over time