Analysis of Teaching and Learning Practices in Physics and Chemistry Education: Theoretical and Methodological Issues
In this chapter, theoretical frameworks and methodological approaches for the study of physics and chemistry teaching and learning practices are illustrated through the use of three studies. These studies, based on the analysis of videotaped classroom discourse and actions, concern conceptual change, students’ meaning-making, and inquiry-based science education. They allow discussing the interest and the limits of these frameworks with regard to the description along the time course of the intertwined learning and teaching processes, their modeling, and, more generally, the interest of such studies for science education.
KeywordsScience Education Conceptual Change Classroom Discourse Communicative Approach Didactic Contract
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