Vanessa Kind|Jonathan Osborne
Styles of Scientific Reasoning: A Cultural Rationale for Science Education?
Durham University|Stanford University
science educationvolume 101 issue 1 p 831 research article styles scientific reasoning cultural rationale science education per kind per kind school education durham university leazes road durham dh1 1ta uksearch papers authorjonathan osborne corresponding author jonathan osborne osbornejstanfordedu graduate school education stanford university stanford ca 94305 usacorrespondence jonathan osborne email osbornejstanfordedusearch papers author per kind per kind school education durham university leazes road durham dh1 1ta uksearch papers authorjonathan osborne corresponding author jonathan osborne osbornejstanfordedu graduate school education stanford university stanford ca 94305 usacorrespondence jonathan osborne email osbornejstanfordedusearch papers author first published 28 september 2016 httpsdoiorg101002sce21251citations 107read full textaboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onfacebooktwitterlinkedinredditwechat abstract paper contend teach scientific reasoning bedeviled lack clarity construct drawing insights emerging cognitive history science argue conception scientific reasoning based six styles scientific reasoning style requires specific ontological procedural entities invokes epistemic values constructs consequently learning science requires development content knowledge addition procedural knowledge epistemic knowledge previous attempts develop coherent account scientific reasoning neglected significance either procedural knowledge epistemic knowledge contrast styles reasoning recognize need three elements domainspecific knowledge complexity situated nature scientific practice importantly styles reasoning offer science education means valorizing intellectual cultural contribution sciences made contemporary thought argument sorely missing common rationales science education second construct styles reasoning offers coherent conceptual schema construct scientific reasoningone major goals education sciences citing literature volume101 issue1january 2017pages 831 relatedinformation