Abstract
The nature of explanations, the nature of models, and the relation between them are discussed. The explanatory value of major models of change in science are reviewed. The characteristics of everyday thinking are set out and the effect of attempts to change that thinking towards scientific thinking is modelled. The conclusion reached is that the use of models of change in science as the basis for models of change in understanding must still be regarded as a dogmatic act. Neverthless, it is also concluded that Scwitzgebel's (in press) paper has focused attention on an area of great theoretical and practical importance.
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Gilbert, J.K. On the Explanation of Change in Science and Cognition. Science & Education 8, 543–557 (1999). https://doi.org/10.1023/A:1008648425947
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DOI: https://doi.org/10.1023/A:1008648425947