Abstract
In this chapter, we address the heterogeneity in thinking and talking in science classrooms from the perspective of the conceptual profile approach. In order to model the different ways of conceptualizing objects and events that a person can employ, we introduce the conceptual profile approach and discuss learning from that perspective, as the related processes of enriching an individual’s conceptual profile and becoming aware of the heterogeneity of thought and language, and the contexts in which distinct modes of thinking can be applied. We also consider how the conceptual profile approach fits into an analysis of classroom discourse, by arguing that it provides a heuristically powerful tool to analyze the cognitive dimension of discourse. We also offer an example of classroom discourse analysis in order to illustrate the use of conceptual profiles.
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Mortimer, E.F., Scott, P., El-Hani, C.N. (2012). The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_17
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