Science is considered as separate and unrelated endeavor from language. Yet, its terms and peculiar concepts and even phraces such as "language of science" point to the opposite. Students learn to describe daily experience's in the light of a special language first, then learn the theories and are enable to conduct experiments. Science teaching however prefer a one shot approach instead of a chunking method i. E first year induction on terms and scientific description of familiar experience's i. E "hurry on, you ll miss the boat" becomes "your position Will change if you dont hurry on, and you can not bridge the displacement with your long jumping ability" or "now your position coincides with boat you should board because later it Will acquire speed which now it has not as long as your position coincide" etc. Inertia is another term that students take time to digest with poor results. If induction lessons occured, this problem would be overiden.

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