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  1. (1 other version)The Uses of Argument.Stephen E. Toulmin - 1958 - Philosophy 34 (130):244-245.
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  • The Scientific Image.William Demopoulos & Bas C. van Fraassen - 1982 - Philosophical Review 91 (4):603.
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  • Understanding Scientific Reasoning.Ronald N. Giere, John Bickle & Robert F. Mauldin - 2006 - Fort Worth, TX, USA: Cengage Learning.
    Understanding Scientific Reasoning, Fifth Edition, develops critical reasoning skills and guides students in the improvement of their scientific and technological literacy. The authors teach students how to understand and critically evaluate the scientific information they encounter in both textbooks and the popular media. With its focus on scientific pedagogy, Understanding Scientific Reasoning helps students learn how to examine scientific reports with a reasonable degree of sophistication. The book also explains how to reason through case studies using the same informal logic (...)
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  • Explaining Science: A Cognitive Approach. [REVIEW]Jeffrey S. Poland - 1988 - Philosophical Review 100 (4):653-656.
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  • The nature of science and instructional practice: Making the unnatural natural.Fouad Abd-El-Khalick, Randy L. Bell & Norman G. Lederman - 1998 - Science Education 82 (4):417-436.
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  • Aspects of Scientific Explanation and Other Essays in the Philosophy of Science.Carl Gustav Hempel - 1965 - New York: The Free Press.
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  • The Structure of scientific theories.Frederick Suppe (ed.) - 1974 - Urbana,: University of Illinois Press.
    Suppe, F. The search for philosophic understanding of scientific theories (p. [1]-241)--Proceedings of the symposium.--Bibliography, compiled by Rew A. Godow, Jr. (p. [615]-646).
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  • How the laws of physics lie.Nancy Cartwright - 1983 - New York: Oxford University Press.
    In this sequence of philosophical essays about natural science, the author argues that fundamental explanatory laws, the deepest and most admired successes of modern physics, do not in fact describe regularities that exist in nature. Cartwright draws from many real-life examples to propound a novel distinction: that theoretical entities, and the complex and localized laws that describe them, can be interpreted realistically, but the simple unifying laws of basic theory cannot.
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  • An agent-based conception of models and scientific representation.Ronald N. Giere - 2010 - Synthese 172 (2):269–281.
    I argue for an intentional conception of representation in science that requires bringing scientific agents and their intentions into the picture. So the formula is: Agents (1) intend; (2) to use model, M; (3) to represent a part of the world, W; (4) for some purpose, P. This conception legitimates using similarity as the basic relationship between models and the world. Moreover, since just about anything can be used to represent anything else, there can be no unified ontology of models. (...)
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  • The structure of a scientific paper.Frederick Suppe - 1998 - Philosophy of Science 65 (3):381-405.
    Scientific articles exemplify standard functional units constraining argumentative structures. Severe space limitations demand every paragraph and illustration contribute to establishing the paper's claims. Philosophical testing and confirmation models should take into account each paragraph, table, and illustration. Hypothetico-Deductive, Bayesian Inductive, and Inference-to-the-Best-Explanation models do not, garbling the logic of papers. Micro-analysis of the fundamental paper in plate tectonics reveals an argumentative structure commonplace in science but ignored by standard philosophical accounts that cannot be dismissed as mere rhetorical embellishment. Papers with (...)
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  • Explaining Science.Ronald Giere - 1991 - Noûs 25 (3):386-388.
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  • Modelling and representing: An artefactual approach to model-based representation.Tarja Knuuttila - 2011 - Studies in History and Philosophy of Science Part A 42 (2):262-271.
    The recent discussion on scientific representation has focused on models and their relationship to the real world. It has been assumed that models give us knowledge because they represent their supposed real target systems. However, here agreement among philosophers of science has tended to end as they have presented widely different views on how representation should be understood. I will argue that the traditional representational approach is too limiting as regards the epistemic value of modelling given the focus on the (...)
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  • Science without laws.Ronald N. Giere - 1999 - Chicago: University of Chicago Press.
    Debate over the nature of science has recently moved from the halls of academia into the public sphere, where it has taken shape as the "science wars." At issue is the question of whether scientific knowledge is objective and universal or socially mediated, whether scientific truths are independent of human values and beliefs. Ronald Giere is a philosopher of science who has been at the forefront of this debate from its inception, and Science without Laws offers a much-needed mediating perspective (...)
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  • Critical Notices.Nancy Cartwright - 2003 - Philosophy and Phenomenological Research 66 (1):244-249.
    The Dappled World: A Study of the Boundaries of Science. nancy cartwright. Plato's Reception of Parmenides. john a. palmer.
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  • (4 other versions)The Logic of Scientific Discovery.K. Popper - 1959 - British Journal for the Philosophy of Science 10 (37):55-57.
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  • The Structure of Scientific Theories.Frederick Suppe - 1977 - Critica 11 (31):138-140.
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  • Eine Untersuchung über den menschlichen Verstand.David Hume - 2014 - Hamburg: Meiner, F. Edited by Raoul Richter & Manfred Kuehn.
    Diese Abhandlung von 1748 fand unter den Zeitgenossen endlich die große und ungeteilte Beachtung, die Hume für seine kritischen Untersuchungen zur dogmatischen und empirischen Erkenntnis erwarten durfte. Seit Kants Bekenntnis, er sei durch diesen Text aus einem "dogmatischen Schlummer" erweckt und zu seinen eigenen kritischen Untersuchungen bewegt worden, gilt das Buch als Humes bedeutendstes Hauptwerk.
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  • Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations.Mark Windschitl, Jessica Thompson & Melissa Braaten - 2008 - Science Education 92 (5):941-967.
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  • Meta-Theoretical Contributions to the Constitution of a Model-Based Didactics of Science.Yefrin Ariza, Pablo Lorenzano & Agustín Adúriz-Bravo - 2016 - Science & Education 25 (7-8):747-773.
    There is nowadays consensus in the community of didactics of science regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model. In this (...)
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  • The Dappled World. A Study on the Boundaries of Science.[author unknown] - 1999 - Tijdschrift Voor Filosofie 63 (1):209-209.
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  • Science without Laws.Mauricio Suárez - 2002 - Mind 111 (441):111-114.
    1Department of Philosophy, University of Bristol, 9 Woodland Road, Bristol BS8 1TB, UKScience Without Laws Ronald Giere Chicago, IL University of Chicago Press 1999 x + 285 Hardback£17.50.
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  • Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education.Leah A. Bricker & Philip Bell - 2008 - Science Education 92 (3):473-498.
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  • Science in the age of computer simulation.Eric Winsberg - 2010 - Chicago: University of Chicago Press.
    Introduction -- Sanctioning models : theories and their scope -- Methodology for a virtual world -- A tale of two methods -- When theories shake hands -- Models of climate : values and uncertainties -- Reliability without truth -- Conclusion.
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  • Knowledge Building Expertise: Nanomodellers’ Education as an Example.Suvi Tala - 2013 - Science & Education 22 (6):1323-1346.
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  • (4 other versions)The Logic of Scientific Discovery.Karl R. Popper - 1959 - Les Etudes Philosophiques 14 (3):383-383.
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  • (1 other version)A Historical Introduction to the Philosophy of Science.J. Losee - 1973 - British Journal for the Philosophy of Science 24 (3):307-313.
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  • Two Styles of Reasoning in Scientific Practices: Experimental and Mathematical Traditions.Mieke Boon - 2011 - International Studies in the Philosophy of Science 25 (3):255 - 278.
    This article outlines a philosophy of science in practice that focuses on the engineering sciences. A methodological issue is that these practices seem to be divided by two different styles of scientific reasoning, namely, causal-mechanistic and mathematical reasoning. These styles are philosophically characterized by what Kuhn called ?disciplinary matrices?. Due to distinct metaphysical background pictures and/or distinct ideas of what counts as intelligible, they entail distinct ideas of the character of phenomena and what counts as a scientific explanation. It is (...)
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  • A ‘Semantic’ View of Scientific Models for Science Education.Agustín Adúriz-Bravo - 2013 - Science & Education 22 (7):1593-1611.
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  • Models in science and in science education: an introduction.Michael R. Matthews - 2007 - Science & Education 16 (7-8):647-652.
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  • Unlearning Aristotelian Physics: A Study of Knowledge‐Based Learning.Andrea A. DiSessa - 1982 - Cognitive Science 6 (1):37-75.
    A study of a group of elementary school students learning to control a computer‐implemented Newtonian object reveals a surprisingly uniform and detailed collection of strategies, at the core of which is a robust “Aristotelian” expectation that things should move in the direction they are last pushed. A protocol of an undergraduate dealing with the same situation shows a large overlap with the set of strategies used by the elementary school children and thus a marked lack of influence of classroom physics (...)
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  • Using models to represent reality.Ronald N. Giere - 1999 - In L. Magnani, Nancy Nersessian & Paul Thagard (eds.), Model-Based Reasoning in Scientific Discovery. Kluwer/Plenum. pp. 41--57.
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  • A Research-Informed Instructional Unit to Teach the Nature of Science to Pre-Service Science Teachers.Agustín Adúriz-Bravo & Mercè Izquierdo-Aymerich - 2009 - Science & Education 18 (9):1177-1192.
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  • TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse.Sibel Erduran, Shirley Simon & Jonathan Osborne - 2004 - Science Education 88 (6):915-933.
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  • Modeling Theory in Science Education.Ibrahim A. Halloun - 2006 - Springer.
    This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science.
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  • Coordinating own and other perspectives in argument.Deanna Kuhn & Wadiya Udell - 2007 - Thinking and Reasoning 13 (2):90 – 104.
    What does it take to argue well? The goal of this series of studies was to better understand the cognitive skills entailed in argument, and their course of development, isolated from the verbal and social demands that argumentive discourse also entails. Findings indicated that young adolescents are less able than adults to coordinate attention to both positions in an argument, an age-related pattern that parallels one found in discourse. Contributing to this weakness was inattention to the opposing position (in both (...)
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  • (1 other version)The Uses of Argument.Frederick L. Will & Stephen Toulmin - 1960 - Philosophical Review 69 (3):399.
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  • (2 other versions)The Dappled World: A Study of the Boundaries of Science.Nancy Cartwright - 2002 - Noûs 36 (4):699-725.
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  • Ziel und Struktur der physikalischen Theorien.Pierre Duhem, Friedrich Adler & Ernst Mach - 1998 - Meiner, F.
    Pierre Duhem (1861-1916) gehörte zu jenen Wissenschaftlern, die im ausgehenden 19. Jahrhundert an der Umbildung der Physik im großen Stil arbeiteten und damit an der Vorbereitung der wissenschaftlichen Revolution beteiligt waren, die durch Planck und Einstein herbeigeführt wurde. Duhems klassisches Werk der modernen Wissenschaftstheorie hat auf die Entwicklung des logischen Empirismus nachhaltigen Einfluß ausgeübt. Das von Duhem beigezogene reichhaltige Material und seine konzisen Fallstudien stellen eine Fundgrube für jeden dar, der sich ernsthaft mit Wissenschaftstheorie beschäftigt.
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  • A New Framework for Teaching Scientific Reasoning.Ronald N. Giere - 2001 - Argumentation 15 (1):21-33.
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  • Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions.Victor Sampson & Douglas B. Clark - 2008 - Science Education 92 (3):447-472.
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  • Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students’ Model-Based Explanations about Hydrologic Cycling.Laura Zangori, Cory T. Forbes & Christina V. Schwarz - 2015 - Science & Education 24 (7-8):957-981.
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  • The Structure of Scientific Theories.Peter Skagestad - 1981 - Noûs 15 (2):234-239.
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  • On the Hypothetico-Deductive Nature of Science—Darwin’s Finches.Anton E. Lawson - 2009 - Science & Education 18 (1):119-124.
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  • Social and ethical dimension of the natural sciences, complex problems of the age, interdisciplinarity, and the contribution of education.Maria Develaki - 2008 - Science & Education 17 (8-9):873-888.
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  • Argumentation in Science Education: A Model-based Framework.Florian Böttcher & Anke Meisert - 2011 - Science & Education 20 (2):103-140.
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  • Calculating and Understanding: Formal Models and Causal Explanations in Science, Common Reasoning and Physics Teaching.Ugo Besson - 2010 - Science & Education 19 (3):225-257.
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  • Utilising the '3P-model'to Characterise the Discipline of Didactics of Science.AgustÍn AdÚriz-Bravo & MercÈ Izquierdo-Aymerich - 2005 - Science & Education 14 (1):29-41.
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