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Scientific Representation and Science Learning
Stockholm University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0003-2282-8071
2014 (English)In: Open Review of Educational Research, E-ISSN 2326-5507, Vol. 1, no 1, 211-231 p.Article in journal (Refereed) Published
Abstract [en]

In this article I examine three examples of philosophical theories of scientific representation with the aim of assessing which of these is a good candidate for a philosophical theory of scientific representation in science learning. The three candidate theories are Giere's intentional approach, Suárez's inferential approach and Lynch and Woolgar's sociological approach. In order to assess which theory is more promising, I will compare the three candidate theories to two aspects of scientific representation in science learning that emerge from empirical research on science learning. I label these aspects as the intentional and normative character of scientific representation in science learning. As I argue, whereas the other competing accounts of scientific representation can only capture one of the two aspects highlighted in this article, the inferential conception has the capacity to capture them both in a coherent way. Thus, I conclude that the inferential conception seems to be a fruitful philosophical theory of scientific representation in science learning.

Place, publisher, year, edition, pages
2014. Vol. 1, no 1, 211-231 p.
Keyword [en]
science learning, scientific representation, inferential conception, disciplinary norms
National Category
Learning Philosophy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-140202DOI: 10.1080/23265507.2014.989900OAI: oai:DiVA.org:su-140202DiVA: diva2:1078661
Available from: 2017-03-06 Created: 2017-03-06 Last updated: 2017-03-15Bibliographically approved
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  • apa
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