Philosophical accounts of science have usually concentrated in characterising it
as a set of products: scientific knowledge as the product par excellence, but also
data, values, artefacts, publications, etc. From a semantic perspective, theoretical
models emerge as one of the most interesting scientific products, with direct
implications in school science (Adu´riz-Bravo 2013).
Philosophical accounts of science have usually concentrated in characterising itas a set of products: scientific knowledge as the product par excellence, but alsodata, values, artefacts, publications, etc. From a semantic perspective, theoreticalmodels emerge as one of the most interesting scientific products, with directimplications in school science (Adu´riz-Bravo 2013).
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