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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.

Cognitive science --- Education, Higher --- Educational psychology --- Higher Education --- Learning, Psychology of --- Theories of Learning --- Clark A Chinn --- Cognitive Science --- Deep Learning --- Disciplinary Frameworks --- Educational Psychology --- Epistemologies --- Frank Fischer --- Generic Skills --- Interplay Of Domain-Specific And Domain-General Aspects Of Scientific Reasoning And Argumentation Skills --- Jonathan Osborne --- Katharina Engelmann --- Knowledge --- Learning Sciences --- Model-Based Reasoning --- Science Education --- Specialized Skills --- Critical thinking --- Reasoning --- Science --- Methodology