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  1. (1 other version)Criticism and the Growth of Knowledge (Proceedings of the International Colloquium in the Philosophy of Science, London 1965, volume 4).Imre Lakatos - 1970
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  • Abusing Science: The Case against Creationism.Michael Ruse - 1984 - Journal of the History of Biology 17 (1):147-148.
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  • Conjectures and Refutations.K. Popper - 1963 - Les Etudes Philosophiques 21 (3):431-434.
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  • Toward a First Nations cross-cultural science and technology curriculum.Glen S. Aikenhead - 1997 - Science Education 81 (2):217-238.
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  • Logic of Discovery or Psychology of Research?T. S. Kuhn - 1970 - In Imre Lakatos & Alan Musgrave (eds.), Criticism and the growth of knowledge. Cambridge [Eng.]: Cambridge University Press. pp. 22.
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  • Falsification and the Methodology of Scientific Research Programmes.Imre Lakatos - 1970 - In Imre Lakatos & Alan Musgrave (eds.), Criticism and the growth of knowledge. Cambridge [Eng.]: Cambridge University Press. pp. 91-196.
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  • The Demise of the Demarcation Problem.Larry Laudan - 1983 - In Robert S. Cohen & Larry Laudan (eds.), Physics, Philosophy and Psychoanalysis: Essays in Honor of Adolf Grünbaum. D. Reidel. pp. 111--127.
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  • Computational Philosophy of Science.Paul Thagard - 1988 - MIT Press.
    By applying research in artificial intelligence to problems in the philosophy of science, Paul Thagard develops an exciting new approach to the study of scientific reasoning. This approach uses computational ideas to shed light on how scientific theories are discovered, evaluated, and used in explanations. Thagard describes a detailed computational model of problem solving and discovery that provides a conceptually rich yet rigorous alternative to accounts of scientific knowledge based on formal logic, and he uses it to illuminate such topics (...)
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  • Teaching students “ideas‐about‐science”: Five dimensions of effective practice.Hannah Bartholomew, Jonathan Osborne & Mary Ratcliffe - 2004 - Science Education 88 (5):655-682.
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  • Problem of demarcation.Thomas Nickles - 2005 - In Sahotra Sarkar & Jessica Pfeifer (eds.), The Philosophy of Science: An Encyclopedia. New York: Routledge. pp. 1--188.
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  • Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas.Dana L. Zeidler, Kimberly A. Walker, Wayne A. Ackett & Michael L. Simmons - 2002 - Science Education 86 (3):343-367.
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  • Beliefs about the nature of science and the enacted science curriculum.Kenneth Tobin & Campbell J. McRobbie - 1997 - Science & Education 6 (4):355-371.
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  • The nature of scientific thought.W. A. Suchting - 1995 - Science & Education 4 (1):1-22.
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  • Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators.Mike U. Smith & Lawrence C. Scharmann - 1999 - Science Education 83 (4):493-509.
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  • Conjectures and Refutations.Karl Popper - 1963 - British Journal for the Philosophy of Science 19 (2):159-168.
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  • Review of Craig Dilworth: The Metaphysics of Science[REVIEW]Alexander Bird - 1997 - The British Journal for the Philosophy of Science 48 (2):284–286.
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  • Teachers' beliefs and instructional strategies in science: Pushing analysis further.Bernard Laplante - 1997 - Science Education 81 (3):277-294.
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  • Ontological, epistemological and methodological positions.James Ladyman - 2007 - In Theo A. F. Kuipers (ed.), General philosophy of science. London: North Holland. pp. 303--376.
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  • A Response to My Critics.Thomas S. Kuhn - 1970 - In Imre Lakatos & Alan Musgrave (eds.), Criticism and the growth of knowledge. Cambridge [Eng.]: Cambridge University Press.
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  • Abusing Science--The Case against Creationism.Philip Kitcher - 1985 - British Journal for the Philosophy of Science 36 (1):85-89.
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  • Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders.Sukjin Kang, Lawrence C. Scharmann & Taehee Noh - 2005 - Science Education 89 (2):314-334.
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  • Science, Worldviews, and Education.Hugh G. Gauch - 2009 - Science & Education 18 (6-7):667-695.
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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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