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  1. Explanatory coherence (plus commentary).Paul Thagard - 1989 - Behavioral and Brain Sciences 12 (3):435-467.
    This target article presents a new computational theory of explanatory coherence that applies to the acceptance and rejection of scientific hypotheses as well as to reasoning in everyday life, The theory consists of seven principles that establish relations of local coherence between a hypothesis and other propositions. A hypothesis coheres with propositions that it explains, or that explain it, or that participate with it in explaining other propositions, or that offer analogous explanations. Propositions are incoherent with each other if they (...)
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  • (1 other version)Studies in the logic of explanation.Carl Gustav Hempel & Paul Oppenheim - 1948 - Philosophy of Science 15 (2):135-175.
    To explain the phenomena in the world of our experience, to answer the question “why?” rather than only the question “what?”, is one of the foremost objectives of all rational inquiry; and especially, scientific research in its various branches strives to go beyond a mere description of its subject matter by providing an explanation of the phenomena it investigates. While there is rather general agreement about this chief objective of science, there exists considerable difference of opinion as to the function (...)
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  • Why-Questions.Sylvain Bromberger - 1966 - In Robert Garland Colodny (ed.), Mind and Cosmos: Essays in Contemporary Science and Philosophy. [Pittsburgh]: University of Pittsburgh Press. pp. 86--111.
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  • Explaining, Understanding, and Teaching.Jane R. Martin - 1971 - Philosophy 46 (176):182-184.
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  • (1 other version)Studies in the Logic of Explanation.Carl Hempel & Paul Oppenheim - 1948 - Journal of Symbolic Logic 14 (2):133-133.
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  • (2 other versions)Thought and Language.Lev Vygotsky - 1964 - Philosophy of Science 31 (2):190-191.
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  • Actual Minds, Possible Worlds.Jerome Bruner - 1986
    Bruner sets forth nothing less than a new agenda for the study of the mind. He examines the irrepressibly human acts of imagination that allow us to make experience meaningful; he calls this side of mental activity the “narrative mode,” and his book makes important advances in the effort to unravel its nature.
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  • (2 other versions)The pragmatics of explanation.Bas C. Van Fraassen - 1977 - American Philosophical Quarterly 14 (2):143-150.
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  • Perspectives on socially shared cognition.J. V. Wertsch, L. B. Resnick, J. M. Levine & S. D. Teasley - 1991 - In Lauren Resnick, Levine B., M. John, Stephanie Teasley & D. (eds.), Perspectives on Socially Shared Cognition. American Psychological Association.
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  • (2 other versions)Thought and Language.A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar - 1964 - Philosophical Quarterly 14 (55):178.
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  • Why Ask, "Why?"? An Inquiry concerning Scientific Explanation.Wesley C. Salmon - 1978 - Proceedings and Addresses of the American Philosophical Association 51 (6):683 - 705.
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  • Scientific Knowledge: Basic Issues in the Philosophy of Science.Janet A. Kourany - 1987
    * Broad ranging anthology that presents the best classical and contemporary material within the context of current trends in the philosophy of science (can be used as a core text or a supplemental reader).
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  • (2 other versions)The Pragmatics of Explanation.Bas van Fraassen - 2001 - In Yuri Balashov & Alexander Rosenberg (eds.), Philosophy of Science: Contemporary Readings. New York: Routledge. pp. 56.
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  • Explanation and description in science teaching.R. Herbert Horwood - 1988 - Science Education 72 (1):41-49.
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  • (1 other version)Scientific Explanation. A Study of the Function of Theory, Probability and Law in Science.R. B. Braithwaite - 1954 - Philosophy 29 (111):353-356.
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  • Concept mapping: A tool to develop reflective science instruction.Cheryl L. Mason - 1992 - Science Education 76 (1):51-63.
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  • Consensually driven explanation in science teaching.Karen Meyer & Earl Woodruff - 1997 - Science Education 81 (2):173-192.
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  • Questioning levels of junior high school science textbooks and their implications for learning textual information.Daniel P. Shepardson & Edward L. Pizzini - 1991 - Science Education 75 (6):673-682.
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  • Student views of collaborative concept mapping: An emancipatory research project.Wolff‐Michael Roth - 1994 - Science Education 78 (1):1-34.
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  • Editorial policy statement and introduction.Richard A. Duschl - 1994 - Science Education 78 (3):203-208.
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