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  1. Treatise on Basic Philosophy. Volume I, Semantics I: Sense and Reference.Mario Bunge - 1978 - Mind 87 (345):144-146.
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  • Mental models in Galileo’s early mathematization of nature.Paolo Palmieri - 2003 - Studies in History and Philosophy of Science Part A 34 (2):229-264.
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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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  • Modelling Mathematical Reasoning in Physics Education.Olaf Uhden, Ricardo Karam, Maurício Pietrocola & Gesche Pospiech - 2012 - Science & Education 21 (4):485-506.
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  • A general Black box theory.Mario Bunge - 1963 - Philosophy of Science 30 (4):346-358.
    A mathematical theory is proposed and exemplified, which covers an extended class of black boxes. Every kind of stimulus and response is pictured by a channel connecting the box with its environment. The input-output relation is given by a postulate schema according to which the response is, in general, a nonlinear functional of the input. Several examples are worked out: the perfectly transmitting box, the damping box, and the amplifying box. The theory is shown to be (a) an extension of (...)
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  • Galilean Idealization.Ernan McMullin - 1985 - Studies in History and Philosophy of Science Part A 16 (3):247.
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  • Models as Mediators: Perspectives on Natural and Social Science.Mary S. Morgan & Margaret Morrison (eds.) - 1999 - Cambridge University Press.
    Models as Mediators discusses the ways in which models function in modern science, particularly in the fields of physics and economics. Models play a variety of roles in the sciences: they are used in the development, exploration and application of theories and in measurement methods. They also provide instruments for using scientific concepts and principles to intervene in the world. The editors provide a framework which covers the construction and function of scientific models, and explore the ways in which they (...)
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  • Secondary students' mental models of atoms and molecules: Implications for teaching chemistry.Allan G. Harrison & David F. Treagust - 1996 - Science Education 80 (5):509-534.
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  • 1999.M. Morrison & M. Morgan - 1999 - In Mary S. Morgan & Margaret Morrison (eds.), Models as Mediators: Perspectives on Natural and Social Science. Cambridge University Press.
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  • Mario Bunge: physicist and philosopher.Michael R. Matthews - 2003 - Science & Education 12 (5-6):431-444.
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  • Analogies and “modeling analogies” in teaching: Some examples in basic electricity.J. J. Dupin & S. Johsua - 1989 - Science Education 73 (2):207-224.
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  • Philosophy of Science.Mario Augusto Bunge - 1998
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  • Method, Model and Matter.Mario Bunge - 1973 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 4 (2):380-383.
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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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  • Method, Model and Matter.Mario Bunge - 1971 - Critica 5 (15):113-114.
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