1st Edition

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

    290 Pages 19 B/W Illustrations
    by Routledge

    290 Pages 19 B/W Illustrations
    by Routledge

    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.

    1 The Roles of Domain-Specific and Domain-General Knowledge in Scientific Reasoning and Argumentation: An Introduction

    Katharina Engelmann et al.  

    Part 1 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 et al. 

    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 Golan Duncan 

    6 Discussion of Papers and Reflections on "Exploring the Limits of Domain-Generality"

    Richard J. Shavelson  

    Part 2 Exploring Disciplinary Frameworks 

    7 Domain-Specificity in the Practices of Explanation, Modeling, and Argument in the Sciences

    Susan R. Goldman et al.  

    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 

    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

    Andreas Hetmanek et al. 

    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


    Frank Fischer is Full Professor of Educational Science and Educational Psychology, Department of Psychology 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.

    "This excellent book brings together internationally renowned leaders across multiple fields to explore a critical question at the heart of education in a post-factual world. Specifically, understanding the complex interrelationships of domain-specific and general knowledge in scientific reasoning and argumentation is central to conceptualizing and re-organizing our approaches to education. The theoretical and pragmatic implications explored in this book reshape and define research and design of learning and learning environments for the coming century."

    Douglas Clark, Werklund Professor of Design-Based Learning at the University of Calgary, Canada

    "This book brings together experts in the field of scientific reasoning and argumentation to deconstruct a fundamental challenge facing our field: are there aspects of scientific reasoning and argumentation that are general in a way that enables their useful application across domains? Understanding the complexities of this vexation has implications for how we teach and evaluate our students as they learn with and about scientific reasoning and argumentation."

    Leema Berland, Associate Professor of Science Education at the University of Wisconsin at Madison, USA

    "In this timely volume, psychologists, educational researchers, and argumentation scholars move beyond the old dispute between domain-specific and domain-general knowledge. A series of ingenious case studies and broader models shows how these two types of knowledge interact and complement each other in the way scientists think and exchange arguments with each other."

    Hugo Mercier, Research Scientist at the French National Center for Scientific Research and co-author of The Enigma of Reason

    "In science education, we often slip into assuming that the argumentation and problem-solving skills we teach are general skills, smoothly transferable across academic and non-academic domains. This book’s excellent choice of contributors takes on that assumption with depth and nuance."

    Andrew Elby, Associate Professor at the University of Maryland–College Park, USA

    "The thrust of the collection is an expansive discussion on the role of education psychology in intuitive and acquired scientific reasoning and argumentation, in subjects ranging from children to practicing scientists. The articles focus on how this understanding might be used to advance pedagogy in schools and colleges in all areas of learning—from mathematics and science to history and social studies. Each of the articles is accompanied by copious references. The volume overall is best suited to specialists in education psychology."
    N. Sadanand, Central Connecticut State University, CHOICE