Enhancing the acquisition of the knowledge of sciences has been for long a concern of educationists. The issue has been investigated from different perspectives. One of the most recent, which this paper explores, is a modern linguistic approach that views scientific knowledge as a representation of social reality; thus, understanding this knowledge should be based on the study of its sociology and textual formation, the former investigating the relationship between science and society and the latter analyzing the scientific modus operandi, signs and language respectively. This approach tends to demystify science and make it easily comprehensible by unraveling the opacity of its language through contextualization and popularization.
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