Some key characteristics of scientific models relevant for chemistry education
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Abstract
In this paper, I identify six “key” epistemological characteristics of scientific models that I deem relevant from the point of view of chemistry education. Based on previous analyses of some fundamental aspects of models, I propose that models constitute cultural representations, they are constructed from real phenomena and theoretical propositions, they mediate between theory and the world, and they aim at satisfying particular human concerns.
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Educación Química por Universidad Nacional Autónoma de México se distribuye bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional.
Basada en una obra en http://www.revistas.unam.mx/index.php/req.