Abstract: In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoning based on six “styles of scientific reasoning.” Each “style” requires its own specific ontological and procedural entities, and invokes its own epistemic values and constructs. Consequently, learning science requires the development of not just content knowledge but, in addition, procedura...
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Topics: 
Epistemology