Repository | Book | Chapter
(2014) International handbook of research in history, philosophy and science teaching, Dordrecht, Springer.
Models in science and in learning science
focusing scientific practice on sense-making
Cynthia Passmore, Julia Svoboda Gouvea, Ronald N. Giere
pp. 1171-1202
The central aim of science is to make sense of the world. To move forward as a community endeavor, sense-making must be systematic and focused. The question then is how do scientists actually experience the sense-making process? In this chapter we examine the "practice turn" in science studies and in particular how as a result of this turn scholars have come to realize that models are the "functional unit" of scientific thought and form the center of the reasoning/sense-making process. This chapter will explore a context-dependent view of models and modeling in science. From this analysis we present a framework for delineating the different aspects of model-based reasoning and describe how this view can be useful in educational settings. This framework highlights how modeling supports and focuses scientific practice on sense-making.
Publication details
DOI: 10.1007/978-94-007-7654-8_36
Full citation:
Passmore, C. , Svoboda Gouvea, J. , Giere, R. N. (2014)., Models in science and in learning science: focusing scientific practice on sense-making, in M. R. Matthews (ed.), International handbook of research in history, philosophy and science teaching, Dordrecht, Springer, pp. 1171-1202.
This document is unfortunately not available for download at the moment.