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Plenary
Lecture
Language Aspects in Science and Technology Education: Novel Approaches for New Technologies
Professor Liliana Mammino
Department of Chemistry of the University of Venda
SOUTH AFRICA
E-mail:
Liliana.Mammino@univen.ac.za
Abstract: Language is the fundamental tool for the development of thought. It is therefore an essential tool for all the inquiry aspects in the sciences (identifying relationships between pieces of information, identifying investigation questions, formulating and verifying hypotheses, making inferences) and in the trains of thoughts leading from information to interpretation and ultimately to theory. It is thus extremely important that science students acquire sufficiently sophisticated levels of language-mastering to be able to use it for a real familiarization with the main aspects of doing science.
In recent years, there is a growing concern about fast deterioration of the quality of language-mastering among the young generation, mostly as a result of the dominant use of communication technologies for which short, grammatically and logically unconnected sentences are viewed as the most suitable options. Such deterioration poses a threat to the development of science thoughts in future years, because of the risk of inadequacies in the ability to utilise the essential thought-development tool to its full power.
The current presentation suggests that the development of language-mastering abilities up to the sophistication levels that are needed for the generation and communication of scientific information needs to become a relevant component of science and technology education. This requires the design of novel approaches, integrating the increasing utilization of new, computer-based, educational technologies with the development of language-mastering abilities. The design is challenging, because of the complexity of the language skills that are relevant within the sciences ? skills concerning the identification and expression of individual logical or method-related relationships (e.g., cause-effect, hypothesis-thesis, condition-consequence) and of comprehensive logical and interpretation frameworks. The presentation proposes and discusses some options, considering implementation pathways, feasibility assessments and expected impacts, on the basis of long experience with the analysis of language-related difficulties encountered by science students and of the interplays between language communication and other communications forms, like visualization.
Brief Biography of the Speaker:
Education
• Degree in chemistry, University of Pisa, Italy, 1973.
Thesis in theoretical chemistry.
• PhD in chemistry. Moscow State University, Russia, 1982.
Thesis in theoretical chemistry.
Research interests
• Theoretical/computational chemistry. Specific interest in the computational study of biologically active molecules.
• Chemical education and science education in general. Specific interest in conceptual understanding and in the roles of language and of visualization in science education.
Publications
• Several publications for each of the research areas mentioned above.
• Author of a chemistry textbook (in Italian).
Work experience
Worked in institutions in Sub-Saharan Africa for the past 21 years:
• 1988-1992: University of Zambia
• 1993-1996: National University of Lesotho
• since 1997: University of Venda.
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