The language of science has many words and phrases whose meaning either changes in differing contexts or alters to reflect developments in a given discipline. This book presents the authorsa theories on using aconceptual profilesa to make the teaching of context-dependent meanings more effective. Developed over two decades, their theory begins with a recognition of the coexistence in the studentsa discourse of those alternative meanings, even in the case of scientific concepts such as molecule, where the dissonance between the classical and modern views of the same phenomenon is an accepted norm. What began as an alternative model of conceptual change has evolved to incorporate a sociocultural approach, by drawing on ideas such as situated cognition and Vygotskyas influential concept of culturally located learning. Also informed by pragmatist philosophy, the approach has grown into a well-rounded theory of teaching and learning scientific concepts. The authors have taken the opportunity in this book to develop their ideas further, anticipate and respond to criticismsathat of relativism, for exampleaand explain how their theory can be applied to analyze the teaching of core concepts in science such as heat and temperature, life and biological adaptation. They also report on the implementation of a research program that correlates the responsiveness of their methodology to all the main developments in the field of science education. This additional material will inform academic discussion, review, and further enhancement of their theory and research model.ConstruAsApo de um perfil para o conceito biolA³gico de vida [Construction of a profile for the biological concept of life]. InvestigaAsAmes em Ensino de CiAoncias, 12 , ... GGUM: Windows usera#39;s guide version 1.00. Retrieved March 31, 2013, fromanbsp;...
|Author||:||Eduardo F. Mortimer, Charbel N. El-Hani|
|Publisher||:||Springer Science & Business Media - 2014-02-07|