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In this book, scholars from around the world develop viable answers
to the question of how it may be possible to promote students'
spontaneity in the use of learning and reasoning strategies. They
combine their expertise to put forward new theories and models for
understanding the underlying mechanisms; provide details of new
research to address pertinent questions and problems; and describe
classroom practices that have proven successful in promoting
spontaneous strategy use. This book is a must for educators and
researchers who truly care that schooling should cultivate learning
and reasoning strategies in students that would prepare and serve
them for life. A seminal resource, this book will address the basic
problem that many educators are well acquainted with: that students
can learn how to effectively use learning and reasoning strategies
but not use them of their own volition or in settings other than
the one in which they learned the strategies.
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.
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.
In this book, scholars from around the world develop viable answers
to the question of how it may be possible to promote students'
spontaneity in the use of learning and reasoning strategies. They
combine their expertise to put forward new theories and models for
understanding the underlying mechanisms; provide details of new
research to address pertinent questions and problems; and describe
classroom practices that have proven successful in promoting
spontaneous strategy use. This book is a must for educators and
researchers who truly care that schooling should cultivate learning
and reasoning strategies in students that would prepare and serve
them for life. A seminal resource, this book will address the basic
problem that many educators are well acquainted with: that students
can learn how to effectively use learning and reasoning strategies
but not use them of their own volition or in settings other than
the one in which they learned the strategies.
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