Difference between revisions of "Annotation:Text:Conceptual Models in Educational Research and Practice/N67nfa583v"
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|AnnotationOf=Text:Conceptual_Models_in_Educational_Research_and_Practice | |AnnotationOf=Text:Conceptual_Models_in_Educational_Research_and_Practice | ||
| − | |LastModificationDate=2019-06- | + | |LastModificationDate=2019-06-11T19:11:22.653Z |
|LastModificationUser=User:Sarah Oberbichler | |LastModificationUser=User:Sarah Oberbichler | ||
|AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"N67nfa583v","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ14Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ15Ӻ","endOffset":321°Ӻ,"quote":"For Lakatos, theories were hypothetical-deductive systems and the theoretical activity of the scientist constituted the primary source of progress of a research program. From the constructivist perspective, one particular aspect of this position must be stressed. Even the hard core of a research program (i. e., those beliefs that the program takes for granted) should not be considered as eternal truth. The history of science shows that, no matter how successful research programs are, they eventually collapse and are superseded by others with different hard cores. In fact, the knowledge constituted by a hard core is viable as long as it serves the purposes and helps to attain, with the help of the models in its “protective belt”, the goals of the established community of researchers. When it ceases to do this and, in Lakatos’ words, “degenerates” – either because some anomalies can no longer be disregarded for practical reasons, or because the goals of the community are shifted-a new research program must be generated. \nA model, then, “simulates reality”; it is a conceptual construct that is treated as though it gave an accurate picture of the real world, but has the actual function of making experimental results and other experiential elements compatible with the general assumptions that are inherent in the research program’s core.","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1560262280178° | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"N67nfa583v","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ14Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ15Ӻ","endOffset":321°Ӻ,"quote":"For Lakatos, theories were hypothetical-deductive systems and the theoretical activity of the scientist constituted the primary source of progress of a research program. From the constructivist perspective, one particular aspect of this position must be stressed. Even the hard core of a research program (i. e., those beliefs that the program takes for granted) should not be considered as eternal truth. The history of science shows that, no matter how successful research programs are, they eventually collapse and are superseded by others with different hard cores. In fact, the knowledge constituted by a hard core is viable as long as it serves the purposes and helps to attain, with the help of the models in its “protective belt”, the goals of the established community of researchers. When it ceases to do this and, in Lakatos’ words, “degenerates” – either because some anomalies can no longer be disregarded for practical reasons, or because the goals of the community are shifted-a new research program must be generated. \nA model, then, “simulates reality”; it is a conceptual construct that is treated as though it gave an accurate picture of the real world, but has the actual function of making experimental results and other experiential elements compatible with the general assumptions that are inherent in the research program’s core.","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1560262280178° | ||
Revision as of 18:11, 11 June 2019
| Annotation of | Text:Conceptual_Models_in_Educational_Research_and_Practice |
|---|---|
| Annotation Comment | |
| Last Modification Date | 2019-06-11T19:11:22.653Z |
| Last Modification User | User:Sarah Oberbichler |
| Annotation Metadata | ^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"N67nfa583v","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ14Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ15Ӻ","endOffset":321°Ӻ,"quote":"For Lakatos, theories were hypothetical-deductive systems and the theoretical activity of the scientist constituted the primary source of progress of a research program. From the constructivist perspective, one particular aspect of this position must be stressed. Even the hard core of a research program (i. e., those beliefs that the program takes for granted) should not be considered as eternal truth. The history of science shows that, no matter how successful research programs are, they eventually collapse and are superseded by others with different hard cores. In fact, the knowledge constituted by a hard core is viable as long as it serves the purposes and helps to attain, with the help of the models in its “protective belt”, the goals of the established community of researchers. When it ceases to do this and, in Lakatos’ words, “degenerates” – either because some anomalies can no longer be disregarded for practical reasons, or because the goals of the community are shifted-a new research program must be generated. \nA model, then, “simulates reality”; it is a conceptual construct that is treated as though it gave an accurate picture of the real world, but has the actual function of making experimental results and other experiential elements compatible with the general assumptions that are inherent in the research program’s core.","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1560262280178°
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