Redefining Scientific Thinking for Higher Education Higher-Order Thi
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
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Edited by Mari Murtonen · Kieran Balloo
Redefining Scientific Thinking for Higher Education “The contributors to this timely book could not be more right in proclaiming that higher-order thinking should be a core value and goal of higher education. They perform a valuable function in bringing together under one umbrella the related constructs of critical thinking, scientific thinking, and argumentation, making it clear that scientific thinking is central to science but not confined to it. They also remind us that educators should pay as much attention to fulfilling the intellectual potential of young adults as they do to education earlier in life.” —Deanna Kuhn, Professor of Psychology and Education, Teachers College, Columbia University, USA
Mari Murtonen · Kieran Balloo Editors
Redefining Scientific Thinking for Higher Education Higher-Order Thinking, EvidenceBased Reasoning and Research Skills
Editors Mari Murtonen Faculty of Education and Culture Tampere University Tampere, Finland
Kieran Balloo Department of Higher Education University of Surrey Guildford, UK
Department of Teacher Education University of Turku Turku, Finland
ISBN 978-3-030-24214-5 ISBN 978-3-030-24215-2 (eBook) https://doi.org/10.1007/978-3-030-24215-2 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG, part of Springer Nature 2019 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover image: © Alex Linch, shutterstock.com This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
Universities have the special task of producing and utilising knowledge that is based on reliable and unbiased principles. Hence, during their university education, students are expected to dev
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