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[Untitled]
- Source :
- Foundations of Science. 5:129-155
- Publication Year :
- 2000
- Publisher :
- Springer Science and Business Media LLC, 2000.
-
Abstract
- Confronted with problems or situations that do not yield toknown theories and world views, scientists and students are alike. Theyare rarely able to directly build a model or a theory thereof. Rather,they must find ways to make sense of the circumstances using theircurrent knowledge and adjusting what is recognized in the process. Thisway of thinking, using past ways of perceiving the physical world tobuild new ones does not follow a logical path and cannot be described astheory revision. Likewise, in many situations it is awkward, indeedoften impossible, to resort to analogical reasoning to account for it.This paper presents a new mechanism, called `tunnel effect', that mayexplain, in part, how scientists and students reason while constructinga new conceptual domain. `Tunnel effect' is also contrasted withanalogical reasoning.
- Subjects :
- Analogical reasoning
Philosophy of science
Multidisciplinary
Computer science
Process (engineering)
05 social sciences
Scientific discovery
050301 education
Analogy
02 engineering and technology
Domain (software engineering)
Epistemology
History and Philosophy of Science
Concept learning
0202 electrical engineering, electronic engineering, information engineering
020201 artificial intelligence & image processing
0503 education
Mechanism (sociology)
Subjects
Details
- ISSN :
- 12331821
- Volume :
- 5
- Database :
- OpenAIRE
- Journal :
- Foundations of Science
- Accession number :
- edsair.doi...........14d141711267e0989d0bc0f08b832da1