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Cleminson, A. (1990). Establishing an Epistemological Base for Science Teaching in the Light of Contemporary Notions of the Nature of Science and of How Children Learn Science. Journal of Research in Science Teaching, 27, 429-445.
https://doi.org/10.1002/tea.3660270504

has been cited by the following article:

• TITLE: Epistemological Contributions of Toulmin’s Argumentative Model in Scientific Education

  AUTHORS: Tiago Clarimundo Ramos, Marcos Fernandes-Sobrinho

  KEYWORDS: Epistemological Debate, Scientific Rationality, Toulmin’s Argumentative Model, Refutation, Scientific Education

  JOURNAL NAME: Creative Education, Vol.9 No.4, April 12, 2018

  ABSTRACT: On the basis of a theoretical study, the objective of this article is to analyze questions around the scientific rationality, with an indication of the potentialities of Toulmin’s model of argument that can subsidize the confrontation of the problem of scientific education practices landmarked of an absolute and neutral science. The use of this argumentative model is legitimated, mainly, with the possibility of refutation as a way of demonstrating that the theoretical knowledge is provisional conjectures. Thus, it is emphasized that any conception of science linked to the activity of isolated individuals in search of truth is not resonant even with social reality itself.