About three decades ago, the late Ronald Giere introduced a new framework for teaching scientific reasoning to science students. Giere’s framework presents a model-based alternative to the traditional statement approach—in which scientific inferences are reconstructed as explicit arguments, composed of (single-sentence) premises and a conclusion. Subsequent research in science education has shown that model-based approaches are particularly effective in teaching science students how to understand and evaluate scientific reasoning. One limitation of Giere’s framework, however, is that it covers only one type of scientific reasoning, namely the reasoning deployed in hypothesis-driven research practices. In this paper, we describe an extension of the framework. More specifically, we develop an additional model-based scheme that captures reasoning in application-oriented practices (which are very well represented in contemporary science). Our own teaching experience suggests that this extended framework is able to engage a wider audience than Giere’s original. With an eye on going beyond such anecdotal evidence, we invite our readers to test out the framework in their own teaching.

大约 30 年前，已故的 Ronald Giere 引入了一个新的框架，用于向理科学生教授科学推理。Giere 的框架提出了一种基于模型的替代传统陈述方法——其中科学推理被重构为明确的论据，由（单句）前提和结论组成。随后的科学教育研究表明，基于模型的方法在教授科学学生如何理解和评估科学推理方面特别有效。然而，Giere 框架的一个限制是它仅涵盖一种类型的科学推理，即在假设驱动的研究实践中部署的推理。在本文中，我们描述了框架的扩展。进一步来说，我们开发了一个额外的基于模型的方案，该方案在面向应用的实践中捕捉推理（这在当代科学中得到了很好的体现）。我们自己的教学经验表明，这个扩展的框架能够吸引比 Giere 的原始框架更广泛的受众。着眼于超越这些轶事证据，我们邀请我们的读者在他们自己的教学中测试这个框架。