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Writing material for educational courses
Principle 2Define terms
Glenn MartinMarch 2017
Principle 2 Define your terms, then use those terms
consistently throughout the course.
Defining terms Question: Does the material involve terms that:
• are likely to be unfamiliar to students? or• will be used with a different meaning to the
meaning students are familiar with?Example: in a Physics course, “force” has a particular meaning – mass times acceleration.[In general conversation, people use words in ways that are consistent with the definitions found in common dictionaries.]
Good definitionsIf a term needs to be defined, keep this in mind: A good definition differentiates between
what is “the thing” and what is not “the thing”.
To explain…. A good definition makes it as clear as
possible what is the thing that is being defined, and what is not “the thing”.
The importance of a good definition is that it enables us to differentiate “the thing” from other things with which it could be confused.
Example: How would you define “power”?
For example
Suppose we have a definition of “power”.If it is a good definition,it will clarify the distinctions between power and other concepts with which it might be confused.
What are the relationships between concepts?
Is one concept a subset of the other? (A or B)
A B
C
Do the concepts overlap? (C)
D
What are the connections between the concepts? (D)
Justification for the definition
If a term is used in a way that is different from what would be found in a common dictionary, there must be justification for the specialised use. This includes:
authority for the new meaning (e.g. academic source)
need for the new meaning (e.g. in order to explain phenomena)
proposed application of the new meaning.
Use terms consistently Having defined a term in a particular way,
it must be used with that meaning consistently throughout the course.
Care is needed not to, at any point, confuse the ordinary sense in which a term is used with the meaning it has been assigned in the course.