Analysis of Teaching and Learning Practices in Physics and Chemistry Education: Theoretical and Methodological Issues

  • Patrice Venturini
  • Andrée Tiberghien
  • Claudia von Aufschnaiter
  • Gregory Kelly
  • Eduardo Mortimer
Part of the Contributions from Science Education Research book series (CFSE, volume 1)


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.


Science Education Conceptual Change Classroom Discourse Communicative Approach Didactic Contract 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Patrice Venturini
    • 1
  • Andrée Tiberghien
    • 2
  • Claudia von Aufschnaiter
    • 3
  • Gregory Kelly
    • 4
  • Eduardo Mortimer
    • 5
  1. 1.University of ToulouseToulouseFrance
  2. 2.UMR ICAR, CNRSUniversity of Lyon 2, ENS-LyonLyon CedexFrance
  3. 3.University of GiessenGiessenGermany
  4. 4.Pennsylvania State UniversityUniversity ParkUSA
  5. 5.Federal University of Minas GeraisBelo HorizonteBrazil

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