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Science & Education

, Volume 23, Issue 9, pp 1957–1960 | Cite as

Eduardo F. Mortimer and Charbel N. El-Hani: Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts

Springer, 2014, ISBN: 978-90-481-9245-8, 330 pp, $ 99
  • Gregory J. Kelly
Book Review
  • 290 Downloads

Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts, edited by Eduardo F. Mortimer and Charbel N. El-Hani, 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. They build on each other and together articulate a research program around conceptual profiles. They are tied together by a common set of theoretical commitments that are applied across contexts in a coherent manner. Conceptual profiles describe ways people understand and represent the world around them. Analytically, these profiles examine the various ways that scientific concepts have developed meaning over time and across multiple contexts. While each individual has a specific conceptual profile, these profiles are the results of participation in social languages where meanings are stabilized in different settings and contexts of use. This...

References

  1. Kelly, G. J., & Sezen, A. (2010). Activity, discourse, & meaning: Some directions for science education. In W.-M. Roth (Ed.), Re/structuring science education: Reuniting sociological and psychological perspectives (pp. 39–52). Springer: Dordrecht.CrossRefGoogle Scholar
  2. Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead, England: Open University Press.Google Scholar
  3. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.College of EducationPennsylvania State UniversityUniversity ParkUSA

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