Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Ju9i7zdhyu

Annotation of	Annotationen:Conceptual_Models_in_Educational_Research_and_Practice
Annotation Comment
Last Modification Date	2019-07-23T14:24:06.690Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ju9i7zdhyu","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":1050°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 The history of science shows that, no matter how successful research programs are, they eventually collapse and are superseded by others with different hard cores.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.","highlights":Ӷ^"jQuery3210092476566737965452":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563884640163°