Scientific Reasoning and Argumentation: The Roles of Domain-Specific and Domain-General Knowledge

Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of Contributors
1. The Roles of Domain-Specific and Domain-General Knowledge in Scientific Reasoning and Argumentation: An Introduction
	Acknowledgments
	References
Part 1: Exploring the Limits of Domain-Generality
	2. In the Eye of the Beholder: Domain-General and Domain-Specific Reasoning in Science
		Why Modeling?
		Why the Commitment to a ‘Bottom-Up’ Approach to Learning?
		Conclusion
		Acknowledgments
		Note
		References
	3. Domain-Specific Aspects of Scientific Reasoning and Argumentation: Insights from Automatic Coding
		Theoretical Background
		Method
		Findings
		Discussion
		Conclusion
		Acknowledgments
		References
	4. Construing Scientific Evidence: The Role of Disciplinary Knowledge in Reasoning with and about Evidence in Scientific Practice
		Introduction
		Domain Generality versus Domain Specificity in Scientific Reasoning: The Case of Evidence
		Research in Science Studies
		Looking Forward: Challenges for Research and Reform in Biology and Science Education
		Acknowledgments
		References
	5. What is the Value of General Knowledge of Scientific Reasoning?
		Two Foundational Claims about Reasoning
		Degrees of Transfer
		Successful Performance on Scientific Reasoning Tasks in the Wild
		What Is the Value of General Reasoning Strategies and Practices?
		Conclusion
		Note
		References
	6. Discussion of Papers and Reflections on “Exploring the Limits of Domain-Generality”
		Introduction
		Discussion of the Papers
		Reflections Stimulated by the Papers
		Concluding Comment
		Notes
		References
Part 2: Exploring Disciplinary Frameworks
	7. Domain-Specificity in the Practices of Explanation, Modeling, and Argument in the Sciences
		Introduction
		Processes of Reading and Argument in Science, History, and Literature
		Implications for Instruction and Student Learning in the READI Approach
		READI’s Disciplinary Core Constructs
		Generic versus Specific Tensions: The Case within Science
		Science Learning Goals and Supports for Evidence-Based Argument from Multiple Text Sources
		Summary
		Acknowledgments
		References
	8. Historical Reasoning: The Interplay of Domain-Specific and Domain-General Aspects
		Introduction
		Historical Reasoning Tasks
		Conclusion and Discussion
		References
	9. Styles of Scientific Reasoning: What Can We Learn from Looking at the Product, Not the Process, of Scientific Reasoning?
		Introduction
		Styles of Scientific Reasoning
		The Psychological Approach to Scientific Reasoning: A Partial Perpective
		Three Examples
		Implications for the Teaching of Scientific Reasoning
		Summary and Conclusion
		Notes
		References
	10. Commentary on Exploring Disciplinary Frameworks
		Osborne
		Goldman, Ko, Greenleaf, and Brown
		Van Boxtel and van Drie
		References
	11. Scientific Reasoning and Argumentation: Is There an Over-Emphasis on Discipline Specificity?
		Doubts about Discipline Specificity
		Aspects of Discipline Specificity
		A Summary in Theses
		Note
		References
Part 3: Exploring the Role of Domain-General Knowledge
	12. Beyond Intelligence and Domain Knowledge: Scientific Reasoning and Argumentation as a Set of Cross-Domain Skills
		Introduction
		Scientific Reasoning and Argumentation as a Set of Cross-Domain Skills: A Theoretical Conceptualization
		Conclusions
		Summary
		Acknowledgments
		Note
		References
	13. The Development of Scientific Thinking in Preschool and Elementary School Age: A Conceptual Model
		Introduction
		Scientific Thinking: Early Competencies
		Testing a Conceptual Model of the Development of Scientific Thinking
		Scientific Thinking and Cognitive Development
		Domain-General Scientific Thinking and the Acquisition of Domain-Specific Knowledge
		Conclusions
		Acknowledgment
		References
	14. Specificity Reloaded: How Multiple Layers of Specificity Influence Reasoning in Science Argument Evaluation
		Introduction
		Three Layers of Scientific Knowledge: A Theoretical Account of Specificity
		Applying the Three Layers of Scientific Knowledge to Science Argument Evaluation
		Revisiting the Notion of Specificity: Theoretical and Educational Implications
		Summary
		Notes
		References
	15. Scientific Reasoning as Domain-Specific or General Knowledge: A Discussion
		Knowledge and Tasks and a Way to Define ‘Domain’
		Learning and Instruction
		Scientific Reasoning
		Summary
		References
Index