Competence in scientific reasoning is one of the most valued outcomes of secondary and higher education. However, there is a need for a deeper understanding of and further research into the roles of domain-general and domain-specific knowledge in such reasoning. This book explores the functions and limitations of domain-general conceptions of reasoning and argumentation, the substantial differences that exist between the disciplines, and the role of domain-specific knowledge and epistemologies. Featuring chapters and commentaries by widely cited experts in the learning sciences, educational psychology, science education, history education, and cognitive science, Scientific Reasoning and Argumentation presents new perspectives on a decades-long debate about the role of domain-specific knowledge and its contribution to the development of more general reasoning abilities.
|Publisher:||Taylor & Francis|
|Product dimensions:||6.00(w) x 9.00(h) x (d)|
About the Author
Frank Fischer is Full Professor of Educational Science and Educational Psychology, and Director of the Munich Center of the Learning Sciences, at Ludwig-Maximilian University of Munich, Germany.
Clark A. Chinn is Full Professor of Educational Psychology at the Graduate School of Education at Rutgers University, USA.
Katharina Engelmann is Research Fellow at TUM School of Education at Technical University of Munich, Germany.
Jonathan Osborne is Kamalchari Professor of Science Education at the Stanford Graduate School of Education, Stanford University, USA.
Table of Contents
List of Contributors 1. The Roles of Domain-Specific and Domain-General Knowledge in Scientific Reasoning and Argumentation – an Introduction, Katharina Engelmann, Clark Chinn, Jonathan Osborne, and Frank Fischer I. Exploring the Limits of Domain-Generality 2. In the Eye of the Beholder: Domain-General and Domain-Specific Reasoning in Science, Leona Schauble 3. Domain-Specific Aspects of Scientific Reasoning and Argumentation: Insights from Automatic Coding, Johannes Daxenberger, Andras Csanadi, Christian Ghanem, Ingo Kollar, and Iryna Gurevych 4. Construing Scientific Evidence: The Role of Disciplinary Knowledge in Reasoning with and about Evidence in Scientific Practice, Ala Samarapungavan 5. What is the Value of General Knowledge of Scientific Reasoning?, Clark A. Chinn and Ravit G. Duncan 6. Discussion of Papers and Reflections on "Exploring the Limits of Domain-Generality," Richard J. Shavelson II. Exploring Disciplinary Frameworks 7. Domain-Specificity in the Practices of Explanation, Modelling, and Argument in the Sciences, Susan R. Goldman, Mon-Lin M. Ko, Cynthia Greenleaf, and Willard Brown 8. Historical Reasoning: The Interplay of Domain-Specific and Domain-General Aspects, Carla van Boxtel and Jannet van Drie 9. Styles of Scientific Reasoning: What Can We Learn from Looking at the Product, Not the Process, of Scientific Reasoning, Jonathan Osborne 10. Commentary on Exploring Disciplinary Frameworks, Robin Stark 11. Scientific Reasoning and Argumentation: Is There an Over-Emphasis on Discipline Specificity?, Alexander Renkl III. Exploring the Role of Domain-General Knowledge 12. Beyond Intelligence and Domain Knowledge: Scientific Reasoning and Argumentation as a Set of Cross-Domain Skills, Andreas Hetmanek, Katharina Engelmann, Ansgar Opitz, and Frank Fischer 13. The Development of Scientific Thinking in Preschool and Elementary School Age: A Conceptual Model, Beate Sodian 14. Specificity Reloaded: How Multiple Layers of Specificity Influence Reasoning in Science Argument Evaluation, Dorothe Kienhues, Eva Thomm, and Rainer Bromme 15. Scientific Reasoning as Domain Specific or General Knowledge: A Discussion, André Tricot