ABSTRACT

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.

part I|109 pages

Exploring the Limits of Domain-Generality

chapter 2|23 pages

In the Eye of the Beholder

Domain-General and Domain-Specific Reasoning in Science

chapter 4|21 pages

Construing Scientific Evidence

The Role of Disciplinary Knowledge in Reasoning with and about Evidence in Scientific Practice

part II|82 pages

Exploring Disciplinary Frameworks

chapter 8|20 pages

Historical Reasoning

The Interplay of Domain-Specific and Domain-General Aspects

chapter 9|25 pages

Styles of Scientific Reasoning

What Can We Learn from Looking at the Product, Not the Process, of Scientific Reasoning?

chapter 11|7 pages

Scientific Reasoning and Argumentation

Is There an Over-Emphasis on Discipline Specificity?

part III|77 pages

Exploring the Role of Domain-General Knowledge

chapter 12|24 pages

Beyond Intelligence and Domain Knowledge

Scientific Reasoning and Argumentation as a Set of Cross-Domain Skills

chapter 14|20 pages

Specificity Reloaded

How Multiple Layers of Specificity Influence Reasoning in Science Argument Evaluation