Redefining Scientific Thinking for Higher Education: Higher-Order Thinking, Evidence-Based Reasoning and Research Skills

ISBN-13: 9783030242176 / Angielski / Miękka / 2020 / 261 str.

Mari Murtonen; Kieran Balloo

Spis treści

PART I. Components of scientific thinking in higher education.- Chapter 1. Broadening the theory of scientific thinking for higher education; Mari Murtonen.- Chapter 2. The roles of epistemic understanding and research conceptions in students' scientific thinking; Heidi Salmento and Mari Murtonen.- Chapter 3. Enhancing scientific thinking through the development of critical thinking in higher education; Heidi Hyytinen, Auli Toom and Richard J. Shavelson.- Chapter 4. Evidence-based thinking for scientific thinking; Rebecca Shargel and Lisa Twiss.- PART II. Challenges for the development of scientific thinking in Higher Education.- Chapter 5. Students' difficulties during research methods training acting as potential barriers to their development of scientific thinking; Kieran Balloo.- Chapter 6. Threshold concepts of research in teaching scientific thinking; Margaret Kiley.- Chapter 7. The acculturation and engagement of undergraduate students in scientific thinking through research methods; Anesa Hosein and Namrata Rao.- PART III. Fostering the development of scientific thinking in higher education.- Chapter 8. Expertise development and scientific thinking; Erno Lehtinen, Jake McMullen and Hans Gruber.- Chapter 9. Developing scientific thinking and research skills through the research thesis or dissertation; Gina Wisker.- Chapter 10. Developing scientific thinking towards inclusive knowledge-building communities; Angela Brew, Lilia Mantai and April Miles.

O autorze

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.