ON THE SEMANTIC COMPLEXITY ASSESSMENT OF THE SCIENTIFIC CONCEPTS INCLUDED IN EDUCATIONAL TEXTS
Abstract
It is shown that the semantic complexity of the concept is not uniquely related to the physical complexity of the designated object; if this concept is used less often and included in the average student’s thesaurus later then its complexity is higher. Although the physical complexity of objects increases during the transition from the micro-, macroto megaworld, the terms denoting the objects of the microand megaworld have a higher semantic complexity than the terms for macro-world objects. The partition of the concepts collection into 6 categories and estimation of their complexity, corresponding to the Weber-Fechner law is offered.
About the Author
R. V. Mayer
Glazov state pedagogical Institute named after V. G. Korolenko
Russian Federation
Russian Federation
Mayer Robert V. – Dr. Sc. (Education), Associate Professor, Professor of the Department of Physics and Didactics
Glazov
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Review
For citations:
Mayer R.V. ON THE SEMANTIC COMPLEXITY ASSESSMENT OF THE SCIENTIFIC CONCEPTS INCLUDED IN EDUCATIONAL TEXTS. Bulletin of Vladimir State University named after A.G. and N.G. Stoletovs. Series: Pedagogical and Psychological Sciences. 2021;(44):77-85. (In Russ.)
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