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  1. The Uses of Argument.Stephen E. Toulmin - 1958 - Philosophy 34 (130):244-245.
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  • Evidence and Inquiry: Towards Reconstruction in Epistemology.Jonathan Vogel & Susan Haack - 1995 - Philosophical Review 104 (4):621.
    For some time, it seemed that one had to choose between two sharply different theories of epistemic justification, foundationalism and coherentism. Foundationalists typically held that some beliefs were certain, and, hence, basic. Basic beliefs could impart justification to other, non-basic beliefs, but needed no such support themselves. Coherentists denied that there are any basic beliefs; on their view, all justified beliefs require support from other beliefs. The divide between foundationalism and coherentism has narrowed lately, and Susan Haack attempts to synthesize (...)
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  • The Uses of Argument.Frederick L. Will & Stephen Toulmin - 1960 - Philosophical Review 69 (3):399.
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  • Evidence and Inquiry: Towards Reconstruction in Epistemology.Susan Haack - 1993 - Wiley-Blackwell.
    In this important new work, Haack develops an original theory of empirical evidence or justification, and argues its appropriateness to the goals of inquiry. In so doing, Haack provides detailed critical case studies of Lewis's foundationalism; Davidson's and Bonjour's coherentism; Popper's 'epistemology without a knowing subject'; Quine's naturalism; Goldman's reliabilism; and Rorty's, Stich's, and the Churchlands' recent obituaries of epistemology.
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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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  • Conceptual Revolutions.Paul Thagard - 1992 - Princeton: Princeton University Press.
    In this path-breaking work, Paul Thagard draws on history and philosophy of science, cognitive psychology, and the field of artificial intelligence to develop a ...
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  • The structure of empirical knowledge.Laurence BonJour - 1985 - Cambridge: Harvard University Press.
    1 Knowledge and Justification This book is an investigation of one central problem which arises in the attempt to give a philosophical account of empirical ...
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  • Complex declarative learning.Michelene Th Chi & Stellan Ohlsson - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge handbook of thinking and reasoning. Cambridge, England: Cambridge University Press.
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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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  • The Structure of Empirical Knowledge.James Van Cleve - 1988 - Philosophical Review 97 (2):272.
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  • Coherence and contingency. Two neglected aspects of theory succession.Erhard Scheibe - 1989 - Noûs 23 (1):1-16.
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  • Thagard’s coherentism. [REVIEW]Majid Amini - 2000 - Philosophical Books 43 (2):136-140.
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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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  • Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners.Joseph D. Novak - 2002 - Science Education 86 (4):548-571.
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  • Using concept mapping for assessing and promoting relational conceptual change in science.Xiufeng Liu - 2004 - Science Education 88 (3):373-396.
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  • Coherent Knowledge Structures of Physics Represented as Concept Networks in Teacher Education.Ismo T. Koponen & Maija Pehkonen - 2010 - Science & Education 19 (3):259-282.
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  • Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing.Gregory J. Kelly & Allison Takao - 2002 - Science Education 86 (3):314-342.
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