The variety of scientific methodologies aimed at obtaining knowledge, generating beliefs,and promoting action is very wide. Both philosophy of science and science education havebeen concerned with critically assessing the virtues of the various scientific methods, especiallythe inductive and deductive ones. However, the emergence of new procedures specific to nonacademicsciences has encouraged the development of new reflective perspectives that can analyzethose virtues. From randomized controlled trials to epidemiological or clinical procedures, thePhilosophy of Science has been concerned with examining the virtues and also the defects of theirpractical set-up. The article assumes that modeling based on empirical evidence is a practice of high interest in linguistics. In order to substantiate this assumption, two philosophical approaches to scientific modeling distinguished by their respective research lines on the notion of representationare compared: the Representational and the Pragmatic. These accounts are then illustrated with abrief case taken from linguistics called language parsing, aimed at examining several particularsamples collected as evidence in early stages of experimental modeling. By way of conclusion, it isemphasized that both philosophical accounts provide analytical elements that are relevant for thekind of scientific reasoning around models and whose scope in science education may be of greatpractical interest.
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