Fischer F., Chinn C.A., Engelmann K., Osborne J. (eds.) Scientific Reasoning and Argumentation: The Roles of Domain-Specific and Domain-General Knowledge

New York: Routledge, 2018. — 291 p.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.List of Contributors
The Roles of Domain-Specific and Domain-General Knowledge in Scientific Reasoning and Argumentation: An IntroductionExploring the Limits of Domain-Generality
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?NoteDomain-Specific Aspects of Scientific Reasoning and Argumentation: Insights from Automatic Coding
Theoretical Background
Method
Findings
DiscussionConstruing Scientific Evidence: The Role of Disciplinary Knowledge in Reasoning with and about Evidence in Scientific PracticeDomain 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 EducationWhat 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?NoteDiscussion of Papers and Reflections on “Exploring the Limits of Domain-Generality”Discussion of the Papers
Reflections Stimulated by the Papers
Concluding Comment
NotesExploring Disciplinary Frameworks
Domain-Specificity in the Practices of Explanation, Modeling, and Argument in the SciencesProcesses 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 SourcesHistorical Reasoning: The Interplay of Domain-Specific and Domain-General AspectsHistorical Reasoning Tasks
Conclusion and DiscussionStyles of Scientific Reasoning: What Can We Learn from Looking at the Product, Not the Process, of Scientific Reasoning?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
NotesCommentary on Exploring Disciplinary Frameworks
Osborne
Goldman, Ko, Greenleaf, and Brown
Van Boxtel and van DrieScientific Reasoning and Argumentation: Is There an Over-Emphasis on Discipline Specificity?
Doubts about Discipline Specificity
Aspects of Discipline Specificity
A Summary in Theses
NoteExploring the Role of Domain-General Knowledge
Beyond Intelligence and Domain Knowledge: Scientific Reasoning and Argumentation as a Set of Cross-Domain SkillsScientific Reasoning and Argumentation as a Set of Cross-Domain Skills: A Theoretical Conceptualization
ConclusionsNoteThe Development of Scientific Thinking in Preschool and Elementary School Age: A Conceptual ModelScientific 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
ConclusionsSpecificity Reloaded: How Multiple Layers of Specificity Influence Reasoning in Science Argument EvaluationThree 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 ImplicationsNotesScientific Reasoning as Domain-Specific or General Knowledge: A Discussion
Knowledge and Tasks and a Way to Define ‘Domain’
Learning and Instruction
Scientific Reasoning