Resumen

QUILEZ PARDO, Juan. Are Chemistry teachers also Language teachers?. Educ. quím [online]. 2016, vol.27, n.2, pp.105-114. ISSN 0187-893X.  https://doi.org/10.1016/j.eq.2015.10.002.

This article analyses the importance of the language of chemistry in the construction, communication and learning of this scientific subject. Some of the most relevant difficulties of the language of chemistry are highlighted. Among them we can find the high number of new terms as well as their different types, and also the scarce attention given by textbooks to the meaningful learning of new vocabulary. To these problems it must be added the lack of opportunities that students experience to produce scientific arguments in the chemistry classroom, which certainly is connected with the difficulty they face to develop higher order thinking skills. Some recommendations are suggested in order to improve the ability of students when talking, thinking, reading and writing chemistry.

Palabras llave : Language of chemistry; Social constructivism; Thought and language; Talking; Thinking; Reading and writing scientifically.

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