2020
DOI: 10.1007/978-3-030-39589-6_10
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Laws, Models, and Theories in Biology: A Unifying Interpretation

Abstract: Author's personal copy 164 scientific practice (Achinstein 1968; Hesse 1966; Harré 1970), as well as investigating what role analogies and metaphors play in the construction of models (Black 1962; Hesse 1966) or of other components, linked to these, raised by historicist philosophers, such as exemplars (Kuhn 1970). At the present time, the importance of models in scientific practice is being emphasized. The semantic view-which deals with the subject matter of models within the framework of a general conception… Show more

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Cited by 3 publications
(2 citation statements)
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References 146 publications
(88 reference statements)
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“…For metatheoretical structuralism, as for most semantic approaches, nomicity does not necessarily imply universality, but rather counterfactual support. Counterfactual support does not require universality because a statement can offer counterfactual support even when it is not intended to account for a wide range of phenomena, but is limited in its scope (for more details about this, see Lorenzano, 2006;Lorenzano & Díaz, 2020).…”
Section: Theories Laws and Unification In Metatheoretical Structuralismmentioning
confidence: 99%
“…For metatheoretical structuralism, as for most semantic approaches, nomicity does not necessarily imply universality, but rather counterfactual support. Counterfactual support does not require universality because a statement can offer counterfactual support even when it is not intended to account for a wide range of phenomena, but is limited in its scope (for more details about this, see Lorenzano, 2006;Lorenzano & Díaz, 2020).…”
Section: Theories Laws and Unification In Metatheoretical Structuralismmentioning
confidence: 99%
“…Moulines & Sneed, [1987]2012; Giere, 1985Giere, , 1988Lorenzano, 2018Lorenzano, , 2013Lorenzano, , 2003Lorenzano & Díaz, 2020;Moulines, 1982Moulines, , 2002Suppe, 1974Suppe, , 1989Suppe, , 1998Thompson-Jones, 2006;Stegmüller, 1979;van Fraassen, 1980van Fraassen, , 2008, puede abordarse desde puntos de vista metateóricos que también varían en cuanto a la sofisticación de sus análisis. Si esta variedad de análisis se traslada a las aulas de clase, el resultado será una diversidad de formas de entender las teorías y también de enseñarlas por parte de los profesores de ciencias.…”
Section: La Ciencia Escolar Y Sus Bases Modeloteóricasunclassified