Annotation:Text:Conceptual Models in Educational Research and Practice/Hkb139l7m0

Referenztyp:	Information

Annotation of	Text:Conceptual_Models_in_Educational_Research_and_Practice
Annotation Comment
Last Modification Date	2019-06-11T12:09:01.605Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Hkb139l7m0","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ8Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ8Ӻ","endOffset":788°Ӻ,"quote":"As we are using it here, the term model is borrowed from contemporary philosophy of science which has brought about a major revolution in the way we see the world and the relation between the world and scientific knowledge. The source of this revolution lies in the realization that observers will consciously see only what they are able to conceptualize, given their present repertoire of concepts. This idea is certainly not new. Protagoras, in the 5th century B. C., said “man is the measure of all things”; Hanson, in the 20th century A. D. (1958), wrote: “There is a sense, then, in which seeing is a ‘theory-laden’ undertaking. Observation of x is shaped by prior knowledge of x” (p. 19). Both statements can be read to mean that one sees what, in a wide sense, one is ready to see.","highlights":Ӷ^"jQuery3210446846850196055742":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1560247741324°