What is the role of the social and cultural framework for building the scientific knowledge, as part of the students’ competences?
How can language, and as a result the language competence, can work as a bridge during students' transition from everyday life-culture and everyday experience to scientific culture and language?
For the cultural theory about teaching and learning, the scientific terms gain their meaning in a culture and in a cosmology context, connected to the scientific culture in which scientific language is a fundamental and functional part.
On the other hand the ideas and/or the representations that students have about Natural Sciences' terms are corresponding to their experiences, personal or social, during the school lessons of Natural Sciences or outside the school and form (sometimes less and sometimes more) “scientific misunderstandings” or as ideas “alternative to the scientific ones”.
But children's ideas about the natural world are meaningful in a cultural framework and language that children use in their everyday life, is a part of it.
Language is a mean of the social communication, a mean for describing and knowing the world, a mean of communicational action and/or intervention to shape their experiences. The language provides children with the means to build analogies, that may include implied “theories” in the everyday language.