Redefining Scientific Thinking for Higher Education

1. Front Matter

   Pages i-xxi

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2. Components of Scientific Thinking in Higher Education

   1. Front Matter

      Pages 1-1

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   2. Broadening the Theory of Scientific Thinking for Higher Education

      • Mari Murtonen, Heidi Salmento

      Pages 3-29

   3. The Roles of Epistemic Understanding and Research Skills in Students’ Views of Scientific Thinking

      • Heidi Salmento, Mari Murtonen

      Pages 31-57

   4. Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education

      • Heidi Hyytinen, Auli Toom, Richard J. Shavelson

      Pages 59-78

   5. Evidenced-Based Thinking for Scientific Thinking

      • Rebecca Shargel, Lisa Twiss

      Pages 79-103

3. Challenges for the Development of Scientific Thinking in Higher Education

   1. Front Matter

      Pages 105-105

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   2. Students’ Difficulties During Research Methods Training Acting as Potential Barriers to Their Development of Scientific Thinking

      • Kieran Balloo

      Pages 107-137

   3. Threshold Concepts of Research in Teaching Scientific Thinking

      • Margaret Kiley

      Pages 139-155

   4. The Acculturation and Engagement of Undergraduate Students in Scientific Thinking Through Research Methods

      • Anesa Hosein, Namrata Rao

      Pages 157-175

4. Fostering the Development of Scientific Thinking in Higher Education

   1. Front Matter

      Pages 177-177

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   2. Expertise Development and Scientific Thinking

      • Erno Lehtinen, Jake McMullen, Hans Gruber

      Pages 179-202

   3. Developing Scientific Thinking and Research Skills Through the Research Thesis or Dissertation

      • Gina Wisker

      Pages 203-232

   4. Developing Scientific Thinking Towards Inclusive Knowledge-Building Communities

      • Angela Brew, Lilia Mantai, Aprill Miles

      Pages 233-253

5. Back Matter

   Pages 255-261

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This book examines the learning and development process of students’ scientific thinking skills. Universities should prepare students to be able to make judgements in their working lives based on scientific evidence. However, an understanding of how these thinking skills can be developed is limited. This book introduces a new broad theory of scientific thinking for higher education; in doing so, redefining higher-order thinking abilities as scientific thinking skills. This includes critical thinking and understanding the basics of science, epistemic maturity, research and evidence-based reasoning skills and contextual understanding. The editors and contributors discuss how this concept can be redefined, as well as the challenges educators and students may face when attempting to teach and learn these skills. This edited collection will be of interest to students and scholars of student scientific skills and higher-order thinking abilities. 

• Critical Thinking
• Scientific Thinking
• Research skills
• Knowledge building
• Research methods
• learning and instruction

• Faculty of Education and Culture, Tampere University, Tampere, Finland

  Mari Murtonen

• Department of Higher Education, University of Surrey, Guildford, UK

  Kieran Balloo

Mari Murtonen is Professor of Higher Education Pedagogy at the University of Tampere, Finland, and Research Leader at the University of Turku, Finland. Her areas of expertise include learning and teaching in higher education, and the development of scientific and methodological thinking. 


Kieran Balloo is Lecturer in the Department of Higher Education at the University of Surrey, UK. His research interests include regulation of learning, assessment and feedback, and research methods education.

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