Abstract: If research in science education is aimed at investigating and fostering modeling competence in science classes, there emerges an unavoidable pre-requisite: ascertaining which view(s) on models – of the many available from the philosophy of science – can be valuable for our discipline. Some authors have argued in favor of a ‘semantic conception’ of scientific models, moving away from the classical, positivistic perspectives. But many semantic views exist: How can we characterize them in order to compare and choose which to embrace in sc...
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Topics: 
Epistemology