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 authors’ theories on
using ‘conceptual profiles’ 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
students’ 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 Vygotsky’s 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
criticisms—that of relativism, for example—and 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.
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Produktdetaljer
ISBN
9789048192465
Publisert
2018
Utgiver
Vendor
Springer
Språk
Product language
Engelsk
Format
Product format
Digital bok
Forfatter