Krist Vaesen
Eindhoven University of Technology
About three decades ago, the late Ronald Giere introduced a new framework for teaching scientific reasoning to science students. Giere’s framework presents a model-based alternative to the traditional statement approach—in which scientific inferences are reconstructed as explicit arguments, composed of premises and a conclusion. Subsequent research in science education has shown that model-based approaches are particularly effective in teaching science students how to understand and evaluate scientific reasoning. One limitation of Giere’s framework, however, is that it covers only one type of scientific reasoning, namely the reasoning deployed in hypothesis-driven research practices. In this paper, we describe an extension of the framework. More specifically, we develop an additional model-based scheme that captures reasoning in application-oriented practices. Our own teaching experience suggests that this extended framework is able to engage a wider audience than Giere’s original. With an eye on going beyond such anecdotal evidence, we invite our readers to test out the framework in their own teaching.
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DOI 10.1007/s13194-021-00379-0
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Is Water H2O? Evidence, Realism and Pluralism.Hasok Chang - 2012 - Boston Studies in the Philosophy and History of Science.

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