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Why worry about theory‐dependence? Circularity, minimal empiricality and reliability
11 references·1 citing·33 second hop
Why worry about theory‐dependence? Circularity, minimal empiricality and reliability (2004)Why worry about theory‐dependence? Circul…The Fate of Knowledge (2002)The Fate of KnowledgeSelf-Dependent Justification Without Circularity (2000)Self-Dependent Justification …Mesosomes: A Study in the Nature of Experimental Reasoning (1999)Mesosomes: A Study in the Nat…Defending Robustness: The Bacterial Mesosome as a Test Case (1994)Defending Robustness: The Bac…Reading the Book of Nature (1992)Reading the Book of NatureScience and Objectivity (1989)Science and ObjectivitySaving the Phenomena (1988)Saving the PhenomenaThe Concept of Observation in Science and Philosophy (1984)The Concept of Observation in…Representing and Intervening (1983)Representing and InterveningThe Structure of Scientific Revolutions (1963)The Structure of Scientific R…The Logic of Scientific Discovery (1959)The Logic of Scientific Disco…Patterns of Observation Type of Elementary Science-gifted Students in Visit Activities of the Science Museum (2015)Patterns of Observation Type …Testability and Meaning (1936)The methodological character of theoretical concepts (1956)Supporting and Promoting Argumentation Discourse in Science Education (2002)Learning progressions and teaching sequences: a review and analysis (2011)Representing and Intervening. (1986)Facts, artifacts, and mesosomes: Practicing epistemology with the electron microscope (1993)Evolving Scientific Epistemologies and the Artifacts of Empirical Philosophy of Science: A Reply Concerning Mesosomes (2001)Robustness and Independent Evidence (2017)Identifying Future-Proof Science (2022)Scientific Inquiry and the Social Sciences (1983)The Neglect of Experiment (1986)The Dilemma of Case Studies Resolved: The Virtues of Using Case Studies in the History and Philosophy of Science (2001)Robust Evidence and Secure Evidence Claims (2004)Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)Handbook of Research on Learning and Instruction (2011)Teaching Scientific Practices: Meeting the Challenge of Change (2014)Selecting Performance Measures: "Objective" versus "Subjective" Measurement (1992)Middle-range theory, behavioral archaeology, and postempiricist philosophy of science in archaeology (1996)Reconnecting psychoanalysis to mainstream psychology. Challenges and opportunities. (2005)The Advancement of Science (1995)Inventing Temperature (2004)11 Evidence in Management and Organizational Science: Assembling the Field’s Full Weight of Scientific Knowledge Through Syntheses (2008)The Social Construction of Reality: A Treatise in the Sociology of Knowledge. (1967)Competing paradigms in qualitative research. (1994)Sample Size in Qualitative Interview Studies (2015)Verification, Validation, and Confirmation of Numerical Models in the Earth Sciences (1994)Social Theory of International Politics (1999)Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter (2003)Students' and teachers' conceptions of the nature of science: A review of the research (1992)Working Memory: Theories, Models, and Controversies (2011)Measuring the Intentional World (1998)Is the precautionary principle unscientific? (2003)Pierre Gassendi and the birth of early modern philosophy (2007)
this work references cited by second hop

References

  • 1963The Structure of Scientific Revolutions35,276 cited
  • 1983Representing and Intervening4,811 cited
  • 1959The Logic of Scientific Discovery2,713 cited
  • 2002The Fate of Knowledge1,621 cited
  • 1988Saving the Phenomena970 cited
  • 1984The Concept of Observation in Science and Philosophy222 cited
  • 1992Reading the Book of Nature126 cited
  • 1994Defending Robustness: The Bacterial Mesosome as a Test Case84 cited
  • 1989Science and Objectivity76 cited
  • 1999Mesosomes: A Study in the Nature of Experimental Reasoning74 cited
  • 2000Self-Dependent Justification Without Circularity29 cited

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  • 2015Patterns of Observation Type of Elementary Science-gifted Students in Visit Activities of the Science Museum1 cited

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