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  1. Using Theory of Mind to Promote Conceptual Change in Science.Natassa Kyriakopoulou & Stella Vosniadou - 2014 - Science & Education 23 (7):1447-1462.
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  • Rethinking Mechanistic Explanation.Lindley Darden - 2002 - Philosophy of Science 69 (S3):342-353.
    Philosophers of science typically associate the causal‐mechanical view of scientific explanation with the work of Railton and Salmon. In this paper I shall argue that the defects of this view arise from an inadequate analysis of the concept of mechanism. I contrast Salmon’s account of mechanisms in terms of the causal nexus with my own account of mechanisms, in which mechanisms are viewed as complex systems. After describing these two concepts of mechanism, I show how the complex‐systems approach avoids certain (...)
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  • Educational Research: An Introduction.Walter R. Borg & Meredith D. Gall - 1984 - British Journal of Educational Studies 32 (3):274-274.
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  • (1 other version)Causality and explanation.Wesley C. Salmon - 1998 - New York: Oxford University Press.
    Wesley Salmon is renowned for his seminal contributions to the philosophy of science. He has powerfully and permanently shaped discussion of such issues as lawlike and probabilistic explanation and the interrelation of explanatory notions to causal notions. This unique volume brings together twenty-six of his essays on subjects related to causality and explanation, written over the period 1971-1995. Six of the essays have never been published before and many others have only appeared in obscure venues. The volume includes a section (...)
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  • Thinking about mechanisms.Peter Machamer, Lindley Darden & Carl F. Craver - 2000 - Philosophy of Science 67 (1):1-25.
    The concept of mechanism is analyzed in terms of entities and activities, organized such that they are productive of regular changes. Examples show how mechanisms work in neurobiology and molecular biology. Thinking in terms of mechanisms provides a new framework for addressing many traditional philosophical issues: causality, laws, explanation, reduction, and scientific change.
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  • Explanation: a mechanist alternative.William Bechtel & Adele Abrahamsen - 2005 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 36 (2):421-441.
    Explanations in the life sciences frequently involve presenting a model of the mechanism taken to be responsible for a given phenomenon. Such explanations depart in numerous ways from nomological explanations commonly presented in philosophy of science. This paper focuses on three sorts of differences. First, scientists who develop mechanistic explanations are not limited to linguistic representations and logical inference; they frequently employ diagrams to characterize mechanisms and simulations to reason about them. Thus, the epistemic resources for presenting mechanistic explanations are (...)
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  • (1 other version)Rethinking Mechanistic Explanation.Stuart Glennan - 2002 - Philosophy of Science 69 (S3):S342-S353.
    Philosophers of science typically associate the causal-mechanical view of scientific explanation with the work of Railton and Salmon. In this paper I shall argue that the defects of this view arise from an inadequate analysis of the concept of mechanism. I contrast Salmon's account of mechanisms in terms of the causal nexus with my own account of mechanisms, in which mechanisms are viewed as complex systems. After describing these two concepts of mechanism, I show how the complex-systems approach avoids certain (...)
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  • (1 other version)Rethinking mechanistic explanation.Stuart Glennan - 2002 - Proceedings of the Philosophy of Science Association 2002 (3):S342-353.
    Philosophers of science typically associate the causal-mechanical view of scientific explanation with the work of Railton and Salmon. In this paper I shall argue that the defects of this view arise from an inadequate analysis of the concept of mechanism. I contrast Salmon's account of mechanisms in terms of the causal nexus with my own account of mechanisms, in which mechanisms are viewed as complex systems. After describing these two concepts of mechanism, I show how the complex-systems approach avoids certain (...)
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  • Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry.William A. Sandoval & Brian J. Reiser - 2004 - Science Education 88 (3):345-372.
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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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  • 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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  • An epistemological approach to modeling: Cases studies and implications for science teaching.Gérard Sensevy, Andrée Tiberghien, Jérôme Santini, Sylvain Laubé & Peter Griggs - 2008 - Science Education 92 (3):424-446.
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