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Do students need to be taught how to reason?

Authors
Journal
Educational Research Review
1747-938X
Publisher
Elsevier
Publication Date
Volume
4
Issue
1
Identifiers
DOI: 10.1016/j.edurev.2008.11.001
Keywords
  • Educational Objectives
  • Higher Order Reasoning
  • Causal Reasoning
  • Scientific Reasoning
  • Cognitive Development
Disciplines
  • Education

Abstract

Abstract In this theoretical essay, the author addresses the existence of divergent evidence, portraying both competence and lack of competence in a fundamental realm of higher order thinking – causal and scientific reasoning – and explores the educational implications. Evidence indicates that these higher order reasoning skills are not ones that can be counted on to develop naturally among students exposed to a traditional curriculum. Instead, it is argued, such skills warrant attention in their own right as legitimate and significant educational objectives.

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