Science & Education 25 (7-8):747-773 (2016)

Authors
Pablo Lorenzano
Freie Universität Berlin (PhD)
Abstract
There is nowadays consensus in the community of didactics of science regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model. In this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a ‘semantic family’, and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family.
Keywords Didactics of Science  Theoretical Model  Contemporary Philosophy of Science  Semantic View  Ronald Giere  Bas van Fraassen  Frederick Suppe  Metatheoretical Structuralism
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DOI 10.1007/s11191-016-9845-3
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References found in this work BETA

Explaining Science: A Cognitive Approach.Jeffrey S. Poland - 1988 - Philosophical Review 100 (4):653-656.
The logical structure of mathematical physics.C. A. Hooker - 1975 - Tijdschrift Voor Filosofie 37 (1):151-152.
Reinflating the Semantic Approach.Steven French & James Ladyman - 1999 - International Studies in the Philosophy of Science 13 (2):103 – 121.
Empirical Adequacy: A Partial Structures Approach.Otávio Bueno - 1997 - Studies in History and Philosophy of Science Part A 28 (4):585-610.

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Citations of this work BETA

Comparing Crosscutting Practices in STEM Disciplines.Maria Develaki - 2020 - Science & Education 29 (4):949-979.

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