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Redefining Scientific Thinking for Higher Education

Higher-Order Thinking, Evidence-Based Reasoning and Research Skills

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  • © 2019

Overview

Editors:
  1. Mari Murtonen

    1. Faculty of Education and Culture, Tampere University, Tampere, Finland

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  2. Kieran Balloo

    1. Department of Higher Education, University of Surrey, Guildford, UK

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  • Examines the learning and development process of students' scientific thinking skills

  • Introduces a new broad theory of scientific thinking for higher education

  • Redefines higher-order thinking abilities as scientific thinking skills

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Table of contents (10 chapters)

  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

  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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Keywords

About this book

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. 

Editors and Affiliations

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

    Mari Murtonen

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

    Kieran Balloo

About the editors

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.



Bibliographic Information

  • Book Title: Redefining Scientific Thinking for Higher Education

  • Book Subtitle: Higher-Order Thinking, Evidence-Based Reasoning and Research Skills

  • Editors: Mari Murtonen, Kieran Balloo

  • DOI: https://doi.org/10.1007/978-3-030-24215-2

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG, part of Springer Nature 2019

  • Hardcover ISBN: 978-3-030-24214-5Published: 01 October 2019

  • Softcover ISBN: 978-3-030-24217-6Published: 01 October 2020

  • eBook ISBN: 978-3-030-24215-2Published: 21 September 2019

  • Edition Number: 1

  • Number of Pages: XXI, 261

  • Number of Illustrations: 11 b/w illustrations

  • Topics: Higher Education, Science Education, Learning & Instruction, Critical Thinking

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