Results for 'scientific inquiry'

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  1.  22
    Exploring Scientific Inquiry Via: Agent-Based Modelling.Dunja Šešelja - 2021 - Perspectives on Science 29 (4):537-557.
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  2.  6
    Scientific Inquiry: Readings in the Philosophy of Science.Robert Klee (ed.) - 1998 - Oxford University Press.
    Scientific Inquiry: Readings in the Philosophy of Science features an impressive collection of classical and contemporary readings on a wide range of issues in the philosophy of science. The volume is organized into six sections, each with its own introduction, and includes a general introduction that situates the philosophy of science in relation to other areas of intellectual inquiry. The selections focus on the main issues in the field, including the structure of scientific theories, models of (...)
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  3.  25
    Understanding Scientific Inquiries of Galileo’s Formulation for the Law of Free Falling Motion.Jun-Young Oh - 2016 - Foundations of Science 21 (4):567-578.
    The purpose of this study is to gain a better understanding of the role of abstraction and idealization in Galileo’s scientific inquiries into the law of free falling motion, and their importance in the history of science. Because there is no consensus on the use of the terms “abstraction” and “idealization” in the literature, it is necessary to distinguish between them at the outset. This paper will argue for the importance of abstraction and idealization in physics and the theories (...)
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  4. Science as Social Knowledge: Values and Objectivity in Scientific Inquiry.Helen E. Longino (ed.) - 1990 - Princeton University Press.
    This is an important book precisely because there is none other quite like it.
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  5.  14
    Formal Models of Scientific Inquiry in a Social Context: An Introduction.Dunja Šešelja, Christian Straßer & AnneMarie Borg - 2020 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 51 (2):211-217.
    Formal models of scientific inquiry, aimed at capturing socio-epistemic aspects underlying the process of scientific research, have become an important method in formal social epistemology and philosophy of science. In this introduction to the special issue we provide a historical overview of the development of formal models of this kind and analyze their methodological contributions to discussions in philosophy of science. In particular, we show that their significance consists in different forms of ‘methodological iteration’ whereby the models (...)
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  6.  87
    The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education.Gilbert Burgh & Kim Nichols - 2012 - Educational Philosophy and Theory 44 (10):1045-1059.
    The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in (...)
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  7. Bayesianism and Reliable Scientific Inquiry.Cory Juhl - 1993 - Philosophy of Science 60 (2):302-319.
    The inductive reliability of Bayesian methods is explored. The first result presented shows that for any solvable inductive problem of a general type, there exists a subjective prior which yields a Bayesian inductive method that solves the problem, although not all subjective priors give rise to a successful inductive method for the problem. The second result shows that the same does not hold for computationally bounded agents, so that Bayesianism is "inductively incomplete" for such agents. Finally a consistency proof shows (...)
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  8.  18
    Perception and Discovery: An Introduction to Scientific Inquiry.Norwood Russell Hanson - 1969 - San Francisco, Freeman, Cooper.
  9.  34
    What Is the Epistemic Function of Highly Idealized Agent-Based Models of Scientific Inquiry?Daniel Frey & Dunja Šešelja - 2018 - Philosophy of the Social Sciences 48 (4):407-433.
    In this paper we examine the epistemic value of highly idealized agent-based models of social aspects of scientific inquiry. On the one hand, we argue that taking the results of such simulations as informative of actual scientific inquiry is unwarranted, at least for the class of models proposed in recent literature. Moreover, we argue that a weaker approach, which takes these models as providing only “how-possibly” explanations, does not help to improve their epistemic value. On the (...)
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  10.  43
    Truth, Selection and Scientific Inquiry.Stephen M. Downes - 2000 - Biology and Philosophy 15 (3):425-442.
    In this paper I examine various ways in whichphilosophers have made connections between truth andnatural selection. I introduce several versions ofthe view that mechanisms of true belief generationarise as a result of natural selection and argue thatthey fail to establish a connection between truth andnatural selection. I then turn to scientific truthsand argue that evolutionary accounts of the origin ofscientific truth generation mechanisms also fail. Iintroduce David Hull's selectionist model ofscientific development and argue that his account ofscientific success does (...)
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  11.  43
    Theory-Choice, Transient Diversity and the Efficiency of Scientific Inquiry.AnneMarie Borg, Daniel Frey, Dunja Šešelja & Christian Straßer - 2019 - European Journal for Philosophy of Science 9 (2):26.
    Recent studies of scientific interaction based on agent-based models suggest that a crucial factor conducive to efficient inquiry is what Zollman has dubbed ‘transient diversity’. It signifies a process in which a community engages in parallel exploration of rivaling theories lasting sufficiently long for the community to identify the best theory and to converge on it. But what exactly generates transient diversity? And is transient diversity a decisive factor when it comes to the efficiency of inquiry? In (...)
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  12.  3
    Perception and Discovery an Introduction to Scientific Inquiry.Norwood Russell Hanson - 1969 - Freeman, Cooper.
    Norwood Russell Hanson was one of the most important philosophers of science of the post-war period. Hanson brought Wittgensteinian ordinary language philosophy to bear on the concepts of science, and his treatments of observation, discovery, and the theory-ladenness of scientific facts remain central to the philosophy of science. Additionally, Hanson was one of philosophy’s great personalities, and his sense of humor and charm come through fully in the pages of Perception and Discovery. Perception and Discovery, originally published in 1969, (...)
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  13.  27
    Science and Scientific Inquiry in Aristotle: A Platonic Provenance.Robert Bolton - 2012 - In Christopher Shields (ed.), The Oxford Handbook of Aristotle. Oup Usa. pp. 46.
    Aristotle's word for science is epistêmê, which has at least a dual use in the Greek of his day and is standardly used, in one way, as a count noun, to mean “a science.” Thus, in this usage, one can say that geometry, or phusikê, or metaphysics is epistêmê, a science. Here the term epistêmê designates a special sort of systematic body of truth or fact that may or may not have yet been discovered, or fully discovered. In Plato's Protagoras, (...)
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  14.  53
    Reasoning Under Uncertainty: The Role of Two Informal Fallacies in an Emerging Scientific Inquiry.Louise Cummings - 2002 - Informal Logic 22 (2).
    lt is now commonplace in fallacy inquiry for many of the traditional informal fallacies to be viewed as reasonable or nonfallacious modes of argument. Central to this evaluative shift has been the attempt to examine traditional fallacies within their wider contexts of use. However, this pragmatic turn in fallacy evaluation is still in its infancy. The true potential of a contextual approach in the evaluation of the fallacies is yet to be explored. I examine how, in the context of (...)
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  15.  14
    Making Quantitative Research Work: From Positivist Dogma to Actual Social Scientific Inquiry.Michael J. Zyphur & Dean C. Pierides - 2020 - Journal of Business Ethics 167 (1):49-62.
    Researchers misunderstand their role in creating ethical problems when they allow dogmas to purportedly divorce scientists and scientific practices from the values that they embody. Cortina, Edwards, and Powell help us clarify and further develop our position by responding to our critique of, and alternatives to, this misleading separation. In this rebuttal, we explore how the desire to achieve the separation of facts and values is unscientific on the very terms endorsed by its advocates—this separation is refuted by empirical (...)
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  16.  1
    Image Dissection in Natural Scientific Inquiry.Klaus Amann & Karin Knorr-Cetina - 1990 - Science, Technology and Human Values 15 (3):259-283.
    Images are objects of work in the laboratory. On its face, this work is achieved through talk Yet the talk attached to these images makes reference to other images, which are drawn from varcous environments. In this article, four such environments are identified: the domain of laboratory practice; the context of invisible physical reactions; the future image as it will appear in publication; and the domain of case precedents and reference scenarios from the field. The work of image analysis brings (...)
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  17.  3
    Perception and Discovery: An Introduction to Scientific Inquiry.Norwood Russell Hanson - 2018 - Springer Verlag.
    We have been discussing some of the fundamental features of the classical calculus of probability. The equiprobability of rival events was seen to be a major assumption of the calculus. Moreover, it is an assumption which the pure mathematician need not bother to justify. He need only present his formal system as follows.
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  18.  28
    Opinion: Reproducibility Failures Are Essential to Scientific Inquiry.A. David Redish, Erich Kummerfeld, Rebecca Morris & Alan Love - 2018 - Proceedings of the National Academy of Sciences 115 (20):5042-5046.
    Current fears of a “reproducibility crisis” have led researchers, sources of scientific funding, and the public to question both the efficacy and trustworthiness of science. Suggested policy changes have been focused on statistical problems, such as p-hacking, and issues of experimental design and execution. However, “reproducibility” is a broad concept that includes a number of issues. Furthermore, reproducibility failures occur even in fields such as mathematics or computer science that do not have statistical problems or issues with experimental design. (...)
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  19. Twenty-First Century Perspectivism: The Role of Emotions in Scientific Inquiry.Mark Alfano - 2017 - Studi di Estetica 7 (1):65-79.
    How should emotions figure in scientific practice? I begin by distinguishing three broad answers to this question, ranging from pessimistic to optimistic. Confirmation bias and motivated numeracy lead us to cast a jaundiced eye on the role of emotions in scientific inquiry. However, reflection on the essential motivating role of emotions in geniuses makes it less clear that science should be evacuated of emotion. I then draw on Friedrich Nietzsche’s perspectivism to articulate a twenty-first century epistemology of (...)
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  20.  14
    Limits of Scientific Inquiry.Gerald Holton & Robert S. Morison - 1984 - Philosophy of Science 51 (3):522-525.
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  21.  11
    Contextualizing the Relationship Between Nature of Scientific Knowledge and Scientific Inquiry.Norman Lederman - 2019 - Science & Education 28 (3-5):249-267.
    How nature of scientific knowledge or nature of science and scientific inquiry are contextualized, or related to each other, significantly impacts both curriculum and classroom practice, specifically with respect to the teaching and learning of NOSK. NOS and NOSK are considered synonymous here, with NOSK more accurately conveying the meaning of the construct. Three US-based science education reform documents are used to illustrate the aforementioned impact. The USA has had three major reform documents released over a period (...)
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  22. Complementary Frameworks of Scientific Inquiry: Hypothetico-Deductive, Hypothetico-Inductive, and Observational-Inductive.T. E. Eastman & F. Mahootian - 2009 - World Futures 65 (1):61-75.
    The 20th century philosophy of science began on a positivistic note. Its focal point was scientific explanation and the hypothetico-deductive (HD) framework of explanation was proposed as the standard of what is meant by “science.” HD framework, its inductive and statistical variants, and other logic-based approaches to modeling scientific explanation were developed long before the dawn of the information age. Since that time, the volume of observational data and power of high performance computing have increased by several orders (...)
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  23.  25
    The First Moment of Scientific Inquiry: C. S. Peirce on the Logic of Abduction.Timothy Shanahan - 1986 - Transactions of the Charles S. Peirce Society 22 (4):449 - 466.
  24.  9
    Freedom of Scientific Inquiry and the Public Interest.Hans Jonas - 1976 - Hastings Center Report 6 (4):15.
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  25. Pyrrhonian Scepticism and Hegel’s Theory of Judgement: A Treatise on the Possibility of Scientific Inquiry.Ioannis Trisokkas - 2012 - Brill.
    Hegel’s Science of Logic is widely acknowledged as one of the greatest works of European philosophy. However, its contribution to arguably the most important philosophical problem, Pyrrhonian scepticism, has never been examined in any detail. Pyrrhonian Scepticism and Hegel's Theory of Judgement fills a great lacuna in Hegel scholarship by convincingly proving that the dialectic of the judgement in Hegel’s Science of Logic successfully refutes this kind of scepticism. Although Ioannis Trisokkas has written the book primarily for those students of (...)
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  26.  34
    Interrogatives, Problems and Scientific Inquiry.Scott A. Kleiner - 1985 - Synthese 62 (3):365 - 428.
  27.  28
    Scientific Inquiry as a Self-Correcting Process.Paul Forster - 2002 - The Commens Encyclopedia: The Digital Encyclopedia of Peirce Studies.
    Peirce claims that the methods of abduction, deduction and induction are jointly sufficient for the attainment of truth, regardless of the state of belief from which inquiry begins. This article summarizes Peirce’s defence of the thesis that the scientific method is self-corrective and addresses common mistakes in its interpretation.
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  28.  1
    The Critical Appraisal of Scientific Inquiries with Policy Implications.Giandomenico Majone & William C. Clark - 1985 - Science, Technology and Human Values 10 (3):6-19.
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  29.  17
    Understanding Scientific Inquiry.Peter J. Veazie - 2018 - Science and Philosophy 6 (2):3-14.
    Science is a process of inquiry: a process of asking and answering questions. However, a good question is more than an interrogatory, and a good answer is more than information: there are logical constraints that dictate when a question is answerable and what qualifies as an answer. This paper will provide an understanding of when a question is answerable, when a question is not ready to be asked, when a question is trivial, what is required for a response to (...)
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  30.  97
    Social Epistemology of Scientific Inquiry: Beyond Historical Vs. Philosophical Case Studies.Melinda Fagan - unknown
    In this paper, I propose a new way to integrate historical accounts of social interaction in scientific practice with philosophical examination of scientific knowledge. The relation between descriptive accounts of scientific practice, on the one hand, and normative accounts of scientific knowledge, on the other, is a vexed one. This vexatiousness is one instance of the gap between normative and descriptive domains. The general problem of the normative/descriptive divide takes striking and problematic form in the case (...)
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  31.  84
    Naturalizing or Demythologizing Scientific Inquiry: Kitcher's: Science, Truth and Democracy.William A. Rottschaefer - 2004 - Philosophy of the Social Sciences 34 (3):408-422.
    , Philip Kitcher has argued that science ought to meet both the epistemic goals of significant truth and the nonepistemic goals of serving the interests of a democratic society. He opposes this science as servant model to both the theology of science as source of salvific truth and the theology of science as anti-Christ. In a recent critical comment, Paul A. Roth argues that Kitcher remains entangled in the theology of salvific truth, not realizing that its goal is either vacuous (...)
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  32.  63
    Erotetic Logic and Scientific Inquiry.Scott A. Kleiner - 1988 - Synthese 74 (1):19 - 46.
  33.  20
    Theory-Choice, Transient Diversity and the Efficiency of Scientific Inquiry.AnneMarie Borg, Daniel Frey, Dunja Šešelja & Christian Straßer - 2019 - European Journal for Philosophy of Science 9 (2):26.
    Recent studies of scientific interaction based on agent-based models suggest that a crucial factor conducive to efficient inquiry is what Zollman has dubbed ‘transient diversity’. It signifies a process in which a community engages in parallel exploration of rivaling theories lasting sufficiently long for the community to identify the best theory and to converge on it. But what exactly generates transient diversity? And is transient diversity a decisive factor when it comes to the efficiency of inquiry? In (...)
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  34. Why Gender is a Relevant Factor in the Social Epistemology of Scientific Inquiry.Kristina Rolin - 2004 - Philosophy of Science 71 (5):880-891.
    In recent years, feminist philosophy of science has been subjected to criticism. The debate has focused on the implications of the underdetermination thesis for accounts of the role of social values in scientific reasoning. My aim here is to offer a different approach. I suggest that feminist philosophers of science contribute to our understanding of science by (1) producing gender‐sensitive analyses of the social dimensions of scientific inquiry and (2) examining the relevance of these analyses for normative (...)
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  35.  28
    Developing Views of Nature of Science in an Authentic Context: An Explicit Approach to Bridging the Gap Between Nature of Science and Scientific Inquiry.Reneé S. Schwartz, Norman G. Lederman & Barbara A. Crawford - 2004 - Science Education 88 (4):610-645.
  36.  17
    Changes in Students’ Views About Nature of Scientific Inquiry at a Science Camp.G. Leblebicioglu, D. Metin, E. Capkinoglu, P. S. Cetin, E. Eroglu Dogan & R. Schwartz - 2017 - Science & Education 26 (7-9):889-917.
    Although nature of science and nature of scientific inquiry are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry which is scientific knowledge whereas NOSI is more related to the process of SI. Lederman et al. determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry and NOSI to 24 6th and 7th graders. The (...)
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  37.  11
    Scientific Inquiry. Readings in the Philosophy of Science. Edited by Robert Klee. [REVIEW]André Berten - 2001 - Revue Philosophique De Louvain 99 (4):748-748.
  38.  5
    Scientific Inquiry.Marc Lange - 2009 - In John Shand (ed.), Central Issues in Philosophy. Wiley-Blackwell.
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  39. On the Logic of an Interrogative Model of Scientific Inquiry.Jaakko Hintikka - 1981 - Synthese 47 (1):69 - 83.
  40. Scientific Inquiry in Philosophical Perspective.Nicholas Rescher (ed.) - 1987 - Upa.
    To find more information on Rowman & Littlefield titles, please visit us at www.rowmanlittlefield.com.
     
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  41.  60
    Ceteris Paribus Causal Generalizations and Scientific Inquiry in Empirical Psychology.Jesse R. Steinberg, Christopher M. Layne & Alan M. Steinberg - 2012 - Journal of Theoretical and Philosophical Psychology 32 (3):180-190.
    In defending the scientific legitimacy of ceteris paribus qualified causal generalizations, we situate and specify the reference of the ceteris paribus proviso within a fundamental causal framework consisting of causal agents, pathways of influence, mediators, moderators, and causal consequences. In so doing, we provide an explication of the reference and utility of the ceteris paribus proviso in terms of mediators and moderators as these constitute the range of factors that can impinge on the relation between cause and effect. We (...)
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  42. Using Scientific Inquiry Activities in Exhibit Explanations.Sue Allen - 1997 - Science Education 81 (6):715-734.
  43. Scientific Inquiry.Carl G. Hempel - 2009 - In Steven M. Cahn (ed.), Exploring Philosophy: An Introductory Anthology. Oxford University Press.
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  44.  11
    Mendelian Genetics as a Platform for Teaching About Nature of Science and Scientific Inquiry: The Value of Textbooks.Megan F. Campanile, Norman G. Lederman & Kostas Kampourakis - 2015 - Science & Education 24 (1-2):205-225.
  45.  4
    Naturalizing Or Demythologizing Scientific Inquiry: Kitcher's: Science, Truth and Democracy.William A. Rottschaefer - 2004 - Philosophy of the Social Sciences 34 (3):408-422.
    In Science, Truth and Democracy, Philip Kitcher has argued that science ought to meet both the epistemic goals of significant truth and the nonepistemic goals of serving the interests of a democratic society. He opposes this science as servant model to both the theology of science as source of salvific truth and the theology of science as anti-Christ. In a recent critical comment, Paul A. Roth argues that Kitcher remains entangled in the theology of salvific truth, not realizing that its (...)
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  46.  18
    Improving Science Teachers’ Views About Scientific Inquiry.Fitnat Köseoğlu & Ceyhan Cigdemoglu - 2019 - Science & Education 28 (3 - 5):439-469.
    The present study specifically focuses on science teachers’ views about scientific inquiry and their use of scientific inquiry in their lesson plans, which were prepared at a professional development workshop designed for better utilization of science centers. As an impact evaluation research, qualitative data was collected from 41 purposively selected volunteer science teachers. The project team provided the participants with intense instruction in inquiry, and fostered them to learn nature of science and nature of (...) inquiry explicitly. The participants designed lesson plans that integrate school science curricula with exhibits at SCs before and after the workshop. An open-ended questionnaire about the views about scientific inquiry was administered before and after the workshop, and teachers’ post-lesson plans were analyzed to detect the presence of scientific inquiry aspects. The majority of teachers exhibited improved views about scientific inquiry based on the VASI instrument. Also, lesson plan analyses indicated that teachers, who showed more improvement in VASI, included more scientific inquiry elements in their post-lesson plans. It was observed that science teachers’ lesson plans are limited in terms of teaching science in line with real scientific inquiries in SCs to make students learn about the nature of scientific inquiry while learning science. Only two groups embedded SI properly in the SC-oriented lesson plans, and teachers rather used inquiry-based methods of teaching and process skills. Accordingly, further studies are suggested to develop a specific pedagogical content knowledge framework for teaching with/in SCs. (shrink)
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  47. Scientific Inquiry. Readings in the Philosophy of Science.Robert Klee - 2001 - Revue Philosophique de la France Et de l'Etranger 191 (2):259-259.
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  48.  9
    Beyond “Bad Science”: Skeptical Reflections on the Value-Freedom of Scientific Inquiry.Helen Longino - 1983 - Science, Technology, and Human Values 8 (1):7-17.
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  49.  28
    Scientific Autonomy and the Unpredictability of Scientific Inquiry: The Unexpected Might Not Be Where You Would Expect.Baptiste Bedessem & Stéphanie Ruphy - 2019 - Studies in History and Philosophy of Science Part A 73:1-7.
  50.  28
    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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