SCIENTIFIC REASONING AND ARGUMENTATION Competence in scientific reasoning is one of the most valued outcomes of sec- ondary and higher education. However, there is a need for a deeper understand- ing 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 dif- ferences that exist between the disciplines, and the role of domain-specific know- ledge and epistemologies. Featuring chapters and commentaries by widely cited experts in the learning sciences, educational psychology, science education, hist- ory 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. Frank Fischer is Full Professor of Educational Science and Educational Psychol ogy, Department of Psychology at Ludwig-Maximilian University of Munich, Germany. Clark A. Chinn is Full Professor of Educational Psychology at the Graduate School of Education at Rutgers University, USA. Katharina Engelmann is Research Fellow at TUM School of Education at Technical University of Munich, Germany. Jonathan Osborne is Kamalchari Professor of Science Education at the Stanford Graduate School of Education, Stanford University, USA. SCIENTIFIC REASONING AND ARGUMENTATION The Roles of Domain-Specific and Domain-General Knowledge Edited by Frank Fischer, Clark A. Chinn, Katharina Engelmann, and Jonathan Osborne First published 2018 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2018 Taylor & Francis The right of Frank Fischer, Clark A. Chinn, Katharina Engelmann, and Jonathan Osborne to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Names: Fischer, Frank, 1942- editor. Title: Scientific reasoning and argumentation : the roles of domain-specific and domain-general knowledge / edited by Frank Fischer [and three others]. Description: New York, NY : Routledge, 2018. | Includes bibliographical references and index. Identifiers: LCCN 2017061120 (print) | LCCN 2018002024 (ebook) | ISBN 9780203731826 (eBook) | ISBN 9781138302266 (hardback) | ISBN 9781138302280 (pbk.) Subjects: LCSH: Science--Methodology. | Reasoning. | Critical thinking. Classification: LCC Q175.32.R45 (ebook) | LCC Q175.32.R45 S425 2018 (print) | DDC 501--dc23 LC record available at https://lccn.loc.gov/2017061120 ISBN: 978-1-138-30226-6 (hbk) ISBN: 978-1-138-30228-0 (pbk) ISBN: 978-0-203-73182-6 (ebk) Typeset in Bembo by Sunrise Setting Ltd, Brixham, UK CONTENTS List of Contributors viii 1 The Roles of Domain-Specific and Domain-General Knowledge in Scientific Reasoning and Argumentation: An Introduction 1 Katharina Engelmann, Clark A. Chinn, Jonathan Osborne, and Frank Fischer PART 1 Exploring the Limits of Domain-Generality 9 2 In the Eye of the Beholder: Domain-General and Domain-Specific Reasoning in Science 11 Leona Schauble 3 Domain-Specific Aspects of Scientific Reasoning and Argumentation: Insights from Automatic Coding 34 Johannes Daxenberger, Andras Csanadi, Christian Ghanem, Ingo Kollar, and Iryna Gurevych 4 Construing Scientific Evidence: The Role of Disciplinary Knowledge in Reasoning with and about Evidence in Scientific Practice 56 Ala Samarapungavan vi Contents 5 What is the Value of General Knowledge of Scientific Reasoning? 77 Clark A. Chinn and Ravit Golan Duncan 6 Discussion of Papers and Reflections on “Exploring the Limits of Domain-Generality” 102 Richard J. Shavelson PART 2 Exploring Disciplinary Frameworks 119 7 Domain-Specificity in the Practices of Explanation, Modeling, and Argument in the Sciences 121 Susan R. Goldman, Mon-Lin M. Ko, Cynthia Greenleaf, and Willard Brown 8 Historical Reasoning: The Interplay of Domain-Specific and Domain-General Aspects 142 Carla van Boxtel and Jannet van Drie 9 Styles of Scientific Reasoning: What Can We Learn from Looking at the Product, Not the Process, of Scientific Reasoning? 162 Jonathan Osborne 10 Commentary on Exploring Disciplinary Frameworks 187 Robin Stark 11 Scientific Reasoning and Argumentation: Is There an Over-Emphasis on Discipline Specificity? 194 Alexander Renkl PART 3 Exploring the Role of Domain-General Knowledge 201 12 Beyond Intelligence and Domain Knowledge: Scientific Reasoning and Argumentation as a Set of Cross-Domain Skills 203 Andreas Hetmanek, Katharina Engelmann, Ansgar Opitz, and Frank Fischer Contents vii 13 The Development of Scientific Thinking in Preschool and Elementary School Age: A Conceptual Model 227 Beate Sodian 14 Specificity Reloaded: How Multiple Layers of Specificity Influence Reasoning in Science Argument Evaluation 251 Dorothe Kienhues, Eva Thomm, and Rainer Bromme 15 Scientific Reasoning as Domain-Specific or General Knowledge: A Discussion 271 André Tricot Index 278 CONTRIBUTORS Rainer Bromme, Educational Psychology, Department of Psychology, University of Muenster, Muenster, Germany. Willard Brown, Strategic Literacy Initiative, WestEd, San Francisco, United States. Clark A. Chinn, Department of Educational Psychology, Graduate School of Edu- cation, Rutgers University, New Brunswick, New Jersey, United States. Andras Csanadi, Faculty of Psychology and Educational Science, Ludwig- Maximilians-Universität München, Munich, Germany. Johannes Daxenberger, Ubiquitous Knowledge Processing (UKP) Lab at the Department of Computer Science, Technical University (TU) Darmstadt, Darm- stadt, Germany. Ravit Golan Duncan, Learning and Teaching, Graduate School of Educa- tion, Ecology, Evolution, and Natural Resources, School of Environmental and Biological Sciences, Rutgers University, New Brunswick, New Jersey, United States. Katharina Engelmann, TUM School of Education, Technical University of Munich, Munich, Germany. Frank Fischer, Educational Science and Educational Psychology, Department of Psychology, Ludwig-Maximilians-Universität München, Munich, Germany. Contributors ix Christian Ghanem, Theories and Methods of Social Work, Katholische Stiftung- shochschule München (KSH), Munich, Germany Susan R. Goldman, Psychology and Education, Learning Sciences Research Insti- tute, University of Illinois, Chicago, Illinois, United States. Cynthia Greenleaf, Strategic Literacy Initiative, WestEd, California, United States. Iryna Gurevych, Ubiquitous Knowledge Processing (UKP) Lab at the Depart- ment of Computer Science, Technical University (TU) Darmstadt, Darmstadt, Germany. Andreas Hetmanek, TUM School of Education, Technical University of Munich, Munich, Germany. Dorothe Kienhues, Center for Teaching in Higher Education, Department of Psychology, University of Muenster, Muenster, Germany. Mon-Lin M. Ko, Learning Sciences Research Institute, University of Illinois, Chi- cago, Illinois, United States. Ingo Kollar, Educational Psychology, University of Augsburg, Augsburg, Germany. Ansgar Opitz, Faculty of Psychology and Educational Science, Ludwig-Maximil- ians-Universität München, Munich, Germany. Jonathan Osborne, Science Education, Graduate School of Education, Stanford University, Stanford, California, United States. Alexander Renkl, Educational and Developmental Psychology, Department of Psychology, University of Freiburg, Freiburg, Germany. Ala Samarapungavan, Educational Psychology and Research Methodology, College of Education, Purdue University, West Lafayette, Indiana, United States. Leona Schauble, Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, Tennessee, United States. Richard Shavelson, Education, Psychology, Graduate School of Education, Stanford University, Stanford, California, United States. Beate Sodian, Developmental and Educational Psychology, Ludwig-Maximilians- Universität München, Munich, Germany.