The implications of the conceptual profile in science teaching: An example from a teaching sequence in thermal physics

Abstract

This chapter deals with practical implications of the conceptual profile theory to the design and development of teaching sequences, using as an example a teaching project in thermal physics with 9th grade students in Brazil. We start with a discussion of a simplified version of the heat conceptual profile model built by Amaral and Mortimer, and then we show how the contents and activities of the teaching sequence fit with the learning demands related to this simplified model. Next, we examine the learning contexts and micro-contexts of the activities that have proved effective in promoting understanding of the potentialities and limitations of the prescientific zones of heat and introducing and strengthening the scientific way of thinking. Finally, we present classroom teaching episodes that indicate how the alternation between authoritative and dialogic discourse contributes to enhance students’ awareness of the heat conceptual profile. The work allowed us to indicate the heuristic potential of this theoretical framework for innovative teaching practices in science education.