In this paper I inspect a 'semantic' view of scientific models taken from contemporary philosophy of science-I draw upon the so-called 'semanticist family', which frontally challenges the received, syntactic conception of scientific theories. I argue that a semantic view may be of use both for science education in the classrooms of all educational levels, and for research and innovation within the discipline of didactics of science. I explore and characterise a model-based account of the nature of science, and derive some implications that may be of interest for our community. © 2012 Springer Science+Business Media B.V.
CITATION STYLE
Adúriz-Bravo, A. (2013). A “Semantic” View of Scientific Models for Science Education. Science and Education, 22(7), 1593–1611. https://doi.org/10.1007/s11191-011-9431-7
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