Editors:
- Reports the construction of a research program that is responsive to all the main developments in the field of science education
- Defines the fundamental tasks for founding the conceptual profile research program
- Positions the learner of science in a place coherent with his/her pluralist condition of belonging to different communities
- Includes supplementary material: sn.pub/extras
Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 42)
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Table of contents (11 chapters)
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Front Matter
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Conceptual Profiles: Theoretical, Epistemological, and Methodological Bases of a Research Program
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Front Matter
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Empirical Studies for Building and Using Conceptual Profile Models for Chemical, Physical, and Biological Ontoconcepts
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Front Matter
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Recent Developments in the Research Program
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Front Matter
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Back Matter
About this book
Reviews
From the reviews:
“Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts … features a collection of chapters largely drawing from their work and that of colleagues from the collective research program. The chapters examine the state of conceptual learning in different science contexts. … This book may appeal to a variety of audiences. The primary audience is educational researchers interested in science learning. … the studies are thoughtful and well worth a read.” (Gregory J. Kelly, International History, Philosophy and Science Teaching Group IHPST Newsletter, July, 2014)Editors and Affiliations
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Faculty of Education, Federal University of Minas Gerais, Belo Horizonte, Brazil
Eduardo F. Mortimer
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Institute of Biology, Federal University of Bahia, Salvador, Brazil
Charbel N. El-Hani
Bibliographic Information
Book Title: Conceptual Profiles
Book Subtitle: A Theory of Teaching and Learning Scientific Concepts
Editors: Eduardo F. Mortimer, Charbel N. El-Hani
Series Title: Contemporary Trends and Issues in Science Education
DOI: https://doi.org/10.1007/978-90-481-9246-5
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media Dordrecht 2014
Hardcover ISBN: 978-90-481-9245-8Published: 20 February 2014
Softcover ISBN: 978-94-017-7717-9Published: 03 September 2016
eBook ISBN: 978-90-481-9246-5Published: 07 February 2014
Series ISSN: 1878-0482
Series E-ISSN: 1878-0784
Edition Number: 1
Number of Pages: XVII, 330
Number of Illustrations: 29 illustrations in colour
Topics: Science Education, Teaching and Teacher Education, Learning & Instruction