This paper reflects on the characteristics that distinguish the world of science and the world of school, in terms of speech acts. Both are a manifestation of special language games and, in pursuing their respective aims, they make use of and favour different linguistic functions, on a pragmatic level. In an attempt to objectify the world, preaching its truth, science makes used of a purified language, free from ambiguities; school, on the other hand, is called upon to teach the new generations the knowledge produced by science itself and, for this precise reason, must reshape the scientific message, following communication methods that are, in some way, familiar to the students. From this perspective, digital technologies are indicated as the linguistic world that is most suited to students. Considering the internet and related tools as “forms of communication” teaching actions can be built based on the model of so-called reasoning “by analogy and by metaphor”.
|Titolo:||Scienza, didattica, tecnologie: il linguaggio dei giochi incrociati|
|Data di pubblicazione:||2015|
|Appare nelle tipologie:||03.1 Articolo su rivista|