메뉴 건너뛰기




Volumn 4, Issue 1, 2009, Pages 1-6

Do students need to be taught how to reason?

Author keywords

Causal reasoning; Cognitive development; Educational objectives; Higher order reasoning; Scientific reasoning

Indexed keywords


EID: 60249092010     PISSN: 1747938X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.edurev.2008.11.001     Document Type: Article
Times cited : (58)

References (39)
  • 1
    • 0007141159 scopus 로고
    • Causal reasoning and developmental change over the preschool years
    • Bullock M. Causal reasoning and developmental change over the preschool years. Human Development 28 (1985) 169-191
    • (1985) Human Development , vol.28 , pp. 169-191
    • Bullock, M.1
  • 2
    • 34247468385 scopus 로고    scopus 로고
    • Direct instruction vs. discovery: The long view
    • Dean D., and Kuhn D. Direct instruction vs. discovery: The long view. Science Education 91 (2007) 384-397
    • (2007) Science Education , vol.91 , pp. 384-397
    • Dean, D.1    Kuhn, D.2
  • 3
    • 4143101506 scopus 로고    scopus 로고
    • Mechanisms of theory formation in young children
    • Gopnik A., and Schulz L. Mechanisms of theory formation in young children. Trends in Cognitive Sciences 8 (2004) 371-377
    • (2004) Trends in Cognitive Sciences , vol.8 , pp. 371-377
    • Gopnik, A.1    Schulz, L.2
  • 5
    • 0035458335 scopus 로고    scopus 로고
    • Causal learning mechanisms in very young children: Two, three, and four-year-olds infer causal relations from patterns of variation and covariation
    • Gopnik A., Sobel D.M., Schulz L.E., and Glymour C. Causal learning mechanisms in very young children: Two, three, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology 37 (2001) 620-629
    • (2001) Developmental Psychology , vol.37 , pp. 620-629
    • Gopnik, A.1    Sobel, D.M.2    Schulz, L.E.3    Glymour, C.4
  • 6
    • 33750606794 scopus 로고    scopus 로고
    • What does college teach?
    • Hersh R. What does college teach?. Atlantic Monthly (November 2005)
    • (2005) Atlantic Monthly
    • Hersh, R.1
  • 7
    • 33645995131 scopus 로고    scopus 로고
    • Thinking with a theory: Theory-prediction consistency and young children's identification of causality
    • Howard-Jones P., Joiner R., and Bomford J. Thinking with a theory: Theory-prediction consistency and young children's identification of causality. Instructional Science 34 (2006) 159-188
    • (2006) Instructional Science , vol.34 , pp. 159-188
    • Howard-Jones, P.1    Joiner, R.2    Bomford, J.3
  • 8
    • 0345357676 scopus 로고    scopus 로고
    • Supporting inquiry learning by promoting normative understanding of multivariable causality
    • Keselman A. Supporting inquiry learning by promoting normative understanding of multivariable causality. Journal of Research in Science Teaching 40 (2003) 898-921
    • (2003) Journal of Research in Science Teaching , vol.40 , pp. 898-921
    • Keselman, A.1
  • 9
    • 2542590028 scopus 로고    scopus 로고
    • A dual-process model of adolescent development: Implications for decision making, reasoning and identity
    • Kail R. (Ed), Academic Press, San Diego
    • Klaczynski P. A dual-process model of adolescent development: Implications for decision making, reasoning and identity. In: Kail R. (Ed). Advances in child development and behavior Vol. 31 (2004), Academic Press, San Diego
    • (2004) Advances in child development and behavior , vol.31
    • Klaczynski, P.1
  • 12
    • 2542622020 scopus 로고    scopus 로고
    • Harvard University Press, Cambridge, MA
    • Kuhn D. Education for thinking (2005), Harvard University Press, Cambridge, MA
    • (2005) Education for thinking
    • Kuhn, D.1
  • 13
    • 60249100491 scopus 로고    scopus 로고
    • Jumping to conclusions: Can people be counted on to make sound judgments?
    • Kuhn D. Jumping to conclusions: Can people be counted on to make sound judgments?. Scientific American-Mind 18 February/March (1) (2007) 44-51
    • (2007) Scientific American-Mind , vol.18 , Issue.February-March 1 , pp. 44-51
    • Kuhn, D.1
  • 14
    • 34548597076 scopus 로고    scopus 로고
    • Reasoning about multiple variables: Control of variables is not the only challenge
    • Kuhn D. Reasoning about multiple variables: Control of variables is not the only challenge. Science Education 91 (2007) 710-716
    • (2007) Science Education , vol.91 , pp. 710-716
    • Kuhn, D.1
  • 15
    • 33748497855 scopus 로고    scopus 로고
    • Connecting scientific reasoning and causal inference
    • Kuhn D., and Dean D. Connecting scientific reasoning and causal inference. Journal of Cognition & Development 5 (2004) 261-288
    • (2004) Journal of Cognition & Development , vol.5 , pp. 261-288
    • Kuhn, D.1    Dean, D.2
  • 18
    • 0003924923 scopus 로고
    • Cambridge University Press, New York
    • Kuhn D. The skills of argument (1991), Cambridge University Press, New York
    • (1991) The skills of argument
    • Kuhn, D.1
  • 19
    • 0344414752 scopus 로고    scopus 로고
    • What is scientific thinking and how does it develop?
    • Goswami U. (Ed), Blackwell, Oxford
    • Kuhn D. What is scientific thinking and how does it develop?. In: Goswami U. (Ed). Handbook of childhood cognitive development (2002), Blackwell, Oxford
    • (2002) Handbook of childhood cognitive development
    • Kuhn, D.1
  • 20
    • 57149140257 scopus 로고    scopus 로고
    • Beyond control of variables: What needs to develop to achieve skilled scientific thinking?
    • [Special issue, The Development of Scientific Thinking, B. Sodian & M. Bullock, eds.]
    • Kuhn D., Iordanou K., Pease M., and Wirkala C. Beyond control of variables: What needs to develop to achieve skilled scientific thinking?. Cognitive Development 23 (2008) 435-451 [Special issue, The Development of Scientific Thinking, B. Sodian & M. Bullock, eds.]
    • (2008) Cognitive Development , vol.23 , pp. 435-451
    • Kuhn, D.1    Iordanou, K.2    Pease, M.3    Wirkala, C.4
  • 22
    • 52949125256 scopus 로고    scopus 로고
    • What needs to develop in the development of inquiry skills?
    • Kuhn D., and Pease M. What needs to develop in the development of inquiry skills?. Cognition and Instruction 26 (2008) 512-559
    • (2008) Cognition and Instruction , vol.26 , pp. 512-559
    • Kuhn, D.1    Pease, M.2
  • 23
    • 34247477614 scopus 로고    scopus 로고
    • Coordinating own and other perspectives in argument
    • Kuhn D., and Udell W. Coordinating own and other perspectives in argument. Thinking and Reasoning 13 (2007) 90-104
    • (2007) Thinking and Reasoning , vol.13 , pp. 90-104
    • Kuhn, D.1    Udell, W.2
  • 24
    • 84965534069 scopus 로고
    • How well do jurors reason? Competence dimensions of individual variation in a juror reasoning task
    • Kuhn D., Weinstock M., and Flaton R. How well do jurors reason? Competence dimensions of individual variation in a juror reasoning task. Psychological Science 5 (1994) 289-296
    • (1994) Psychological Science , vol.5 , pp. 289-296
    • Kuhn, D.1    Weinstock, M.2    Flaton, R.3
  • 25
    • 0034146693 scopus 로고    scopus 로고
    • Distinguishing genuine from spurious causes: A coherence hypothesis
    • Lien Y., and Cheng P. Distinguishing genuine from spurious causes: A coherence hypothesis. Cognitive Psychology 40 (2000) 87-137
    • (2000) Cognitive Psychology , vol.40 , pp. 87-137
    • Lien, Y.1    Cheng, P.2
  • 26
    • 33748787175 scopus 로고    scopus 로고
    • The structure and function of explanations
    • Lombrozo T. The structure and function of explanations. Trends in Cognitive Sciences 10 (2006) 464-470
    • (2006) Trends in Cognitive Sciences , vol.10 , pp. 464-470
    • Lombrozo, T.1
  • 27
    • 60249091910 scopus 로고    scopus 로고
    • Moshman, D. (1998). Cognitive development beyond childhood. In W. Damon (Series Ed.) & D. Kuhn & R. Siegler (Eds.), Handbook of child psychology: II. Cognition, perception, and language. New York: Wiley.
    • Moshman, D. (1998). Cognitive development beyond childhood. In W. Damon (Series Ed.) & D. Kuhn & R. Siegler (Vol. Eds.), Handbook of child psychology: Vol. II. Cognition, perception, and language. New York: Wiley.
  • 29
    • 0030334730 scopus 로고    scopus 로고
    • The interaction of domain-specific knowledge and domain-general discovery strategies: A study with sinking objects
    • Penner D., and Klahr D. The interaction of domain-specific knowledge and domain-general discovery strategies: A study with sinking objects. Child Development 67 6 (1996) 2709-2727
    • (1996) Child Development , vol.67 , Issue.6 , pp. 2709-2727
    • Penner, D.1    Klahr, D.2
  • 30
    • 0025382052 scopus 로고
    • Belief revision in children: The role of prior knowledge and strategies for generating evidence
    • Schauble L. Belief revision in children: The role of prior knowledge and strategies for generating evidence. Journal of Experimental Child Psychology 49 (1990) 31-57
    • (1990) Journal of Experimental Child Psychology , vol.49 , pp. 31-57
    • Schauble, L.1
  • 31
    • 33845742339 scopus 로고    scopus 로고
    • The development of scientific reasoning in knowledge-rich contexts
    • Schauble L. The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology 32 (1996) 102-119
    • (1996) Developmental Psychology , vol.32 , pp. 102-119
    • Schauble, L.1
  • 35
    • 77956657427 scopus 로고    scopus 로고
    • Knowledge-based causal induction
    • Shanks D., Holyoak K., and Medin D. (Eds), Academic Press, San Diego, CA
    • Waldmann M. Knowledge-based causal induction. In: Shanks D., Holyoak K., and Medin D. (Eds). The psychology of learning and motivation: Vol. 34. Causal learning (1996), Academic Press, San Diego, CA 47-88
    • (1996) The psychology of learning and motivation: Vol. 34. Causal learning , pp. 47-88
    • Waldmann, M.1
  • 37
    • 0001908886 scopus 로고
    • Ideas about causation in philosophy and psychology
    • White P. Ideas about causation in philosophy and psychology. Psychological Bulletin 108 (1990) 3-18
    • (1990) Psychological Bulletin , vol.108 , pp. 3-18
    • White, P.1
  • 38
    • 0034383431 scopus 로고    scopus 로고
    • The development of scientific reasoning skills
    • Zimmerman C. The development of scientific reasoning skills. Developmental Review 20 (2000) 99-149
    • (2000) Developmental Review , vol.20 , pp. 99-149
    • Zimmerman, C.1
  • 39
    • 34248184511 scopus 로고    scopus 로고
    • The development of scientific reasoning skills: Psychologists contribute to an understanding of elementary science
    • Zimmerman C. The development of scientific reasoning skills: Psychologists contribute to an understanding of elementary science. Developmental Review 27 (2007) 172-223
    • (2007) Developmental Review , vol.27 , pp. 172-223
    • Zimmerman, C.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.