A ‘Semantic’ View of Scientific Models for Science Education
In this paper I inspect a ‘semantic’ view of scientific models taken from contemporary philosophy of science—I draw upon the so-called ‘semanticist family’, which frontally challenges the received, syntactic conception of scientific theories. I argue that a semantic view may be of use both for scien...
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Veröffentlicht in: | Science & education 2013-07, Vol.22 (7), p.1593-1611 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | In this paper I inspect a ‘semantic’ view of scientific models taken from contemporary philosophy of science—I draw upon the so-called ‘semanticist family’, which frontally challenges the received, syntactic conception of scientific theories. I argue that a semantic view may be of use both for science education in the classrooms of all educational levels, and for research and innovation within the discipline of didactics of science. I explore and characterise a model-based account of the nature of science, and derive some implications that may be of interest for our community. |
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ISSN: | 0926-7220 1573-1901 |
DOI: | 10.1007/s11191-011-9431-7 |