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  1. Features of Modeling-Based Abductive Reasoning as a Disciplinary Practice of Inquiry in Earth Science.Phil Seok Oh - 2019 - Science & Education 28 (6 - 7):731-757.
    The purpose of this study was to investigate the features of modeling-based abductive reasoning as a disciplinary practice of inquiry in the domain of earth science. The study was based on an undergraduate course of a university of education, Korea, offered for preservice elementary teachers majoring in science as their specialty. The course enrollees participated in an inquiry project in which they were asked to abductively generate models representing past geologic events in order to explain how two units in a (...)
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  • Building Cognition: The Construction of Computational Representations for Scientific Discovery.Sanjay Chandrasekharan & Nancy J. Nersessian - 2015 - Cognitive Science 39 (8):1727-1763.
    Novel computational representations, such as simulation models of complex systems and video games for scientific discovery, are dramatically changing the way discoveries emerge in science and engineering. The cognitive roles played by such computational representations in discovery are not well understood. We present a theoretical analysis of the cognitive roles such representations play, based on an ethnographic study of the building of computational models in a systems biology laboratory. Specifically, we focus on a case of model-building by an engineer that (...)
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  • Misconceived Causal Explanations for Emergent Processes.Michelene T. H. Chi, Rod D. Roscoe, James D. Slotta, Marguerite Roy & Catherine C. Chase - 2012 - Cognitive Science 36 (1):1-61.
    Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...)
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  • The Robust Volterra Principle.Michael Weisberg & Kenneth Reisman - 2008 - Philosophy of Science 75 (1):106-131.
    Theorizing in ecology and evolution often proceeds via the construction of multiple idealized models. To determine whether a theoretical result actually depends on core features of the models and is not an artifact of simplifying assumptions, theorists have developed the technique of robustness analysis, the examination of multiple models looking for common predictions. A striking example of robustness analysis in ecology is the discovery of the Volterra Principle, which describes the effect of general biocides in predator-prey systems. This paper details (...)
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  • Learning to Interpret Measurement and Motion in Fourth Grade Computational Modeling.Amy Voss Farris, Amanda C. Dickes & Pratim Sengupta - 2019 - Science & Education 28 (8):927-956.
    Studies of scientific practice demonstrate that the development of scientific models is an enactive and emergent process. Scientists make meaning through processes such as perspective taking, finding patterns, and following intuitions. In this paper, we focus on how a group of fourth grade learners and their teacher engaged in interpretation in ways that align with core ideas and practices in kinematics and computing. Cycles of measuring and modeling––including computer programming––helped to support classroom interactions that highlighted the interpretive nature of modeling (...)
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  • Learning and expertise with scientific external representations: an embodied and extended cognition model.Prajakt Pande - 2020 - Phenomenology and the Cognitive Sciences 20 (3):463-482.
    This paper takes an embodied and extended cognition perspective to ER integration – a cognitive process through which a learner integrates external representations in a domain, with her internal model, as she interacts with, uses, understands and transforms between those ERs. In the paper, I argue for a theoretical as well as empirical shift in future investigations of ER integration, by proposing a model of cognitive mechanisms underlying the process, based on recent advances in extended and embodied cognition. I present (...)
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  • Towards a Critical Re-Appraisal of Ecology Education: Scheduling an Educational Intervention to Revisit the ‘Balance of Nature’ Metaphor.Tasos Hovardas & Konstantinos Korfiatis - 2011 - Science & Education 20 (10):1039-1053.
  • Understanding Biological Evolution Through Computational Thinking.Dana Christensen & Doug Lombardi - 2020 - Science & Education 29 (4):1035-1077.
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