Models And Modelling In The Sciences
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Models and Modeling in the Sciences
Biologists, climate scientists, and economists all rely on models to move their work forward. In this book, Stephen M. Downes explores the use of models in these and other fields to introduce readers to the various philosophical issues that arise in scientific modeling. Readers learn that paying attention to models plays a crucial role in appraising scientific work. This book first presents a wide range of models from a number of different scientific disciplines. After assembling some illustrative examples, Downes demonstrates how models shed light on many perennial issues in philosophy of science and in philosophy in general. Reviewing the range of views on how models represent their targets introduces readers to the key issues in debates on representation, not only in science but in the arts as well. Also, standard epistemological questions are cast in new and interesting ways when readers confront the question, "What makes for a good (or bad) model?" All examples from the sciences and positions in the philosophy of science are presented in an accessible manner. The book is suitable for undergraduates with minimal experience in philosophy and an introductory undergraduate experience in science. Key features: The book serves as a highly accessible philosophical introduction to models and modeling in the sciences, presenting all philosophical and scientific issues in a nontechnical manner. Students and other readers learn to practice philosophy of science by starting with clear examples taken directly from the sciences. While not comprehensive, this book introduces the reader to a wide range of views on key issues in the philosophy of science.
Models and Modelling in the Sciences
"Biologists, climate scientists and economists all rely on models to move their work forward. In this book, Stephen M. Downes explores the use of models in these and other fields to introduce readers to the various philosophical issues that arise in scientific modeling. Readers learn that paying attention to models plays a crucial role in appraising scientific work. This book first presents a wide range of models from a number of different scientific disciplines. After assembling some illustrative examples, Downes demonstrates how models shed light on many perennial issues in philosophy of science and in philosophy in general. Reviewing the range of views on how models represent their targets introduces readers to the key issues in debates on representation, not only in science but in the arts as well. Also, standard epistemological questions are cast in new and interesting ways when readers confront the question "What makes for a good (or bad) model?" All examples from the sciences and positions in the philosophy of science are presented in an accessible manner. The book is suitable for undergraduates with minimal experience in philosophy and an introductory undergraduate experience in science. Key features: The book serves as a highly accessible philosophical introduction to models and modeling in the sciences, presenting all philosophical and scientific issues in a nontechnical manner. Students and other readers learn to practice philosophy of science by starting with clear examples taken directly from the sciences. While not comprehensive, this book introduces reader to a wide range of views on key issues in the philosophy of science"--
Developing Models in Science Education
Author: J.K. Gilbert
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-12-06
Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.