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Scientific reasoning and argumentation : Advancing an interdisciplinary research agenda in education
Fischer, Frank Kollar, Ingo Ufer, Stefan Sodian, Beate Hussmann, Heinrich Pekrun, Reinhard Neuhaus, Birgit Dorner, Birgit Pankofer, Sabine Fischer, Martin
Fischer, Frank
Kollar, Ingo
Ufer, Stefan
Sodian, Beate
Hussmann, Heinrich
Pekrun, Reinhard
Neuhaus, Birgit
Dorner, Birgit
Pankofer, Sabine
Fischer, Martin
Abstract
Scientific reasoning and scientific argumentation are highly valued outcomes of K-12 and higher education. In this article, we first review main topics and key findings of three different strands of research, namely research on the development of scientific reasoning, research on scientific argumentation, and research on approaches to support scientific reasoning and argumentation. Building on these findings, we outline current research deficits and address five aspects that exemplify where and how research on scientific reasoning and ar-gumentation needs to be expanded. In particular, we suggest to ground future research in a conceptual frame-work with three epistemic modes (advancing theory building about natural and social phenomena, artefact-centred scientific reasoning, and science-based reasoning in practice) and eight epistemic activities (problem identification, questioning, hypothesis generation, construction and redesign of artefacts, evidence generation, evidence evaluation, drawing conclusions as well as communicating and scrutinizing scientific reasoning and its results). We further propose addressing the domain specificities and domain generalities of scientific reasoning and approaches to its facilitation as well as investigating the role of epistemic emotions in scientific reasoning, the social context of SRA, and the influence of digital technologies on scientific reasoning and argumentation.
Keywords
scientific reasoning, argumentation, epistemic emotions, collaboration, technology
Date
2014
Type
Journal article
Journal
Frontline Learning Research
Book
Volume
2
Issue
3
Page Range
28-45
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open
Notes
FLR (Frontline Learning Research) adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND) (https://creativecommons.org/licenses/by-nc-nd/4.0/). That is, Copyright for articles published in this journal is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.