Physicists and physics teachers are required to talk in and talk about physics language or else miscommunication takes place while talking on a topic. However, the meaning cannot be straight away passed by the school level instructor to the students unless it connected to common language and transition to the physics terminology and vocabulary. Therefore, a physics instructor is required to have linguistic competence to be helpful to his or her students in constructing meaning by elaborating the physics text codes and linking them to common language codes.
It is often seen that school level physics students come up with varied meanings for what they hear from the physics teacher in the classroom. Consequently, there is need for literacy readiness for every new topic in physics to improve students' coding and decoding skills and scheme. When the language pitching of the students and physics instructor is almost the same, there is less language lexical ambiguity which leads to better listening comprehension for meaning making and academic success.
An attempt was made at the Plenum School, HP, to decode 'defining statements' and 'describing statements' to remove language lexical ambiguity in physics communication in the classroom. Two learning sheets were prepared and transacted with grade nine students which led to better comprehension of the topic on 'distance, time and speed'.
Comments