Scientific Reasoning and Argumentation PDF Download
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Author: Frank Fischer
Publisher: Routledge
ISBN: 1351400428
Category : Education
Languages : en
Pages : 358
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Book Description
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.
Author: Frank Fischer
Publisher: Routledge
ISBN: 1351400428
Category : Education
Languages : en
Pages : 358
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Book Description
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.
Author: Victor Sampson
Publisher: NSTA Press
ISBN: 1936137275
Category : Computers
Languages : en
Pages : 426
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Book Description
Develop your high school students' understanding of argumentation and evidence-based reasoning with this comprehensive book. Like three guides in one 'Scientific Argumentation in Biology' combines theory, practice, and biology content.
Author: Sibel Erduran
Publisher: Springer Science & Business Media
ISBN: 1402066708
Category : Science
Languages : en
Pages : 295
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Book Description
Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.
Author: Deanna Kuhn
Publisher: Cambridge University Press
ISBN: 9780521423496
Category : Language Arts & Disciplines
Languages : en
Pages : 340
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Book Description
The Skills of Argument presents a comprehensive empirical study of informal reasoning as argument, involving subjects across the life span. Subjects ranging in age from adolescence to late adulthood were asked to describe their views on social problems that people have occasion to think and talk about in everyday life, such as crime and unemployment. In addition to providing supporting evidence for their theories, subjects were asked to contemplate alternative theories and counterarguments and to evaluate new evidence on the topics. This is the first major study of informal reasoning across the life span. Highlighting the importance of argumentive reasoning in everyday thought, the book offers a theoretical framework for conceptualizing and studying thinking as argument. The findings address issues of major importance to cognitive and developmental psychologists, as well as educators concerned with improving the quality of people's thinking. The work is also relevant to philosophers, political scientists, and linguists interested in informal reasoning and argumentive discourse.
Author: Peter Forrest
Publisher: Cornell University Press
ISBN: 9780801432552
Category : Religion and science
Languages : en
Pages : 280
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Book Description
Peter Forrest expounds a program of best-explanation apologetics. He contends that since the existence of God would provide the best possible explanation of various facts, those facts support theism. Among the facts cited are the suitability of the universe for life, the regularity of the universe, the human capacity for intellectual progress, the experience of a moral order, and various forms of beauty. The beauty that interests Forrest as evidence for the existence of God includes sensuous beauty; the beauty of the natural order, as revealed by the sciences; and the beauty of necessity discovered by mathematicians. In addressing the need for an adequate motive for creation, Forrest conjectures that God created the universe for embodied persons not for their life on earth alone but also for an afterlife. Forrest acknowledges the speculative nature of such an account. He suggests that philosophical speculation is also required to defend theism against the charge that it is too extravagant a hypothesis to be warranted. Providing a speculative defense against the argument from evil, he explains how such speculations can be used to support best-explanation arguments without the conclusions themselves being rendered purely speculative.
Author: Brett Moulding
Publisher: Essential Teaching and Learning Pd, LLC
ISBN: 9780996297509
Category :
Languages : en
Pages : 172
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Book Description
This book provides teachers with useful tools to help students understand science. The book translates current science education research from theory into classroom instruction. The experience of the authors with teachers was utilized to help translate research into what works for quality science teaching and learning. The book establishes the fundamentals for learning science in a simple, straightforward approach that teachers can successfully implement immediately with great success. The utility of the book comes from the way the big ideas for science are related to implementation in classroom instruction and the myriad of examples the book employs. The book is consistent with A Framework for K-12 Science Education and the Next Generation Science Standards; an obvious consequence of the authors being on the writing committees for A Framework for K-12 Science Education and Next Generation Science Standards (NGSS). The authors fully realize that all states, school districts, and classroom teachers will not implement the NGSS. However, these documents will have a significant influence on school programs and classroom practices. The book is structured to support professional teachers and professional learning communities. Questions are provided with each chapter to support reflection on the ideas presented in the chapter. Structuring the chapters for this purpose also leads to some redundancies, this is intentional and hopefully will not distract from the experience for those wishing to read the book cover to cover.
Author: Hugo Mercier
Publisher: Harvard University Press
ISBN: 0674368304
Category : Philosophy
Languages : en
Pages : 405
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Book Description
“Brilliant...Timely and necessary.” —Financial Times “Especially timely as we struggle to make sense of how it is that individuals and communities persist in holding beliefs that have been thoroughly discredited.” —Darren Frey, Science If reason is what makes us human, why do we behave so irrationally? And if it is so useful, why didn’t it evolve in other animals? This groundbreaking account of the evolution of reason by two renowned cognitive scientists seeks to solve this double enigma. Reason, they argue, helps us justify our beliefs, convince others, and evaluate arguments. It makes it easier to cooperate and communicate and to live together in groups. Provocative, entertaining, and undeniably relevant, The Enigma of Reason will make many reasonable people rethink their beliefs. “Reasonable-seeming people are often totally irrational. Rarely has this insight seemed more relevant...Still, an essential puzzle remains: How did we come to be this way?...Cognitive scientists Hugo Mercier and Dan Sperber [argue that] reason developed not to enable us to solve abstract, logical problems...[but] to resolve the problems posed by living in collaborative groups.” —Elizabeth Kolbert, New Yorker “Turns reason’s weaknesses into strengths, arguing that its supposed flaws are actually design features that work remarkably well.” —Financial Times “The best thing I have read about human reasoning. It is extremely well written, interesting, and very enjoyable to read.” —Gilbert Harman, Princeton University
Author: Heather E. Douglas
Publisher: University of Pittsburgh Pre
ISBN: 082297357X
Category : Philosophy
Languages : en
Pages : 227
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Book Description
The role of science in policymaking has gained unprecedented stature in the United States, raising questions about the place of science and scientific expertise in the democratic process. Some scientists have been given considerable epistemic authority in shaping policy on issues of great moral and cultural significance, and the politicizing of these issues has become highly contentious. Since World War II, most philosophers of science have purported the concept that science should be "value-free." In Science, Policy and the Value-Free Ideal, Heather E. Douglas argues that such an ideal is neither adequate nor desirable for science. She contends that the moral responsibilities of scientists require the consideration of values even at the heart of science. She lobbies for a new ideal in which values serve an essential function throughout scientific inquiry, but where the role values play is constrained at key points, thus protecting the integrity and objectivity of science. In this vein, Douglas outlines a system for the application of values to guide scientists through points of uncertainty fraught with moral valence.Following a philosophical analysis of the historical background of science advising and the value-free ideal, Douglas defines how values should-and should not-function in science. She discusses the distinctive direct and indirect roles for values in reasoning, and outlines seven senses of objectivity, showing how each can be employed to determine the reliability of scientific claims. Douglas then uses these philosophical insights to clarify the distinction between junk science and sound science to be used in policymaking. In conclusion, she calls for greater openness on the values utilized in policymaking, and more public participation in the policymaking process, by suggesting various models for effective use of both the public and experts in key risk assessments.
Author: Mario Bunge
Publisher: Cambridge Scholars Publishing
ISBN: 1527514633
Category : Science
Languages : en
Pages : 169
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Book Description
This book deals with the scientific viewpoint, which is illustrated here through a number of topical cases in modern science, from gravitational waves to mental disorders to social policies. The scientific perspective involves rationality, realism, and reism – the thesis that the universe is composed of concrete things like atoms, force fields, people, and social organizations. The book shows that the scientific worldview underlies all current scientific and technological research projects. It also claims that any subject involving knowledge can be approached scientifically, and contends that the scientific viewpoint can trump both dogma and improvisation – the standbys of amateurs and demagogues.
Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 9400724705
Category : Science
Languages : en
Pages : 288
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Book Description
Argumentation—arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion— has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students’ critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The consensus among educators is that involving students in scientific argumentation must play a critical role in the education process itself. Recent analysis of research trends in science education indicates that argumentation is now the most prevalent research topic in the literature. This book attempts to consolidate contemporary thinking and research on the role of scientific argumentation in education. Perspectives on Scientific Argumentation brings together prominent scholars in the field to share the sum of their knowledge about the place of scientific argumentation in teaching and learning. Chapters explore scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge-building and the promotion of scientific literacy. Others interrogate topics such as the importance of language, discursive practice, social interactions and culture in the classroom. The material in this book, which features intervention studies, discourse analyses, classroom-based experiments, anthropological observations, and design-based research, will inform theoretical frameworks and changing pedagogical practices as well as encourage new avenues of research.
