The language of science : A study of upper secondary school students' language use of the greenhouse effect and ecological connections

This study investigates how upper secondary school students express themselves when explaining the greenhouse effect and ecological relationships, focusing on linguistic challenges and common misconceptions when using scientific concepts. The study is based on semi-structured paired interviews with students who have recently taken the course Science 1a1. The analysis was conducted using Hajer's model (see Figure 1) of linguistic levels: everyday language, school language and subject language. Students' language use varies between these levels, often switches between everyday expressions and subject-related concepts. They try to use scientific terms in conversation, but the terms are sometimes used incorrectly or with uncertainty. Common misconceptions such as the greenhouse effect occurring in the ozone layer, or the thickening of the atmosphere recur in many discussions. An important conclusion is that teaching should create more opportunities for students to talk about science in different contexts and that concepts should be clarified, to contribute to deeper understanding and prevent misconceptions.