S0155 · larkin_chabay_1989_scientific_thinking · registry identity
Research on Teaching Scientific Thinking
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Canonical propositions this source was matched as evidence for.
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Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.
1996 · The Schools We Need
Mathematics research regarding the acquisition of algebraic procedures versus domain schemas.
direct In mathematics, problem-solving skills involve two independent processes: schema acquisition and rule automation.
Warrant (explicit): If the cognitive effort required to learn problem-solving patterns is statistically distinct from the effort required to automate rules, the two must be separate cognitive processes.
could fail ifThe apparent independence might be an artifact of how the tasks are taught in isolation within the study, rather than an inherent property of how the brain integrates math knowledge.
A study comparing how physics novices and experts solve a problem involving a sled, friction, and pulling force.
direct Expert problem solving begins with redescribing problems in terms of the powerful concepts of a specific discipline.
Warrant (implicit): Effective problem solving requires the ability to categorize specific scenarios under the abstract conceptual framework of a discipline.
could fail ifThe expert's speed might come from pattern recognition (seeing a similar previous problem) rather than an active 'redescription' into high-level concepts.
Larkin and Chabay's research on physics problem solving demonstrating cross-checking among inferences.
direct An important feature of higher-order thinking is cross-checking among inferences based on a number of richly connected concepts.
Warrant (implicit): Successful problem solving that involves verifying multiple logical paths against one another indicates that the concepts used are interconnected rather than isolated facts.
could fail ifThe cross-checking could be a result of a generalized checking 'habit' or procedural rigor rather than the 'richness' of the conceptual connections themselves.
Psychological findings on the 'domain-specific' nature of intellectual skills.
direct The real-life competencies people need, including reading and math, have major components that are domain-specific.
Warrant (implicit): The psychological architecture of human cognition requires specific background knowledge to perform complex tasks, rather than relying on general-purpose mental faculties.
could fail ifThe 'domain-specific' findings might be limited to the novice stage of learning, whereas experts may develop meta-cognitive strategies that allow for broader transfer than the research suggests.
Psychological research demonstrating that skills like critical thinking are 'domain-specific' and do not easily transfer.
direct Critical thinking skills in one domain do not translate to other domains.
Warrant (explicit): Cognitive performance in specialized tasks depends entirely on the possession of information relevant to that specific field rather than the mastery of a transferable logical process.
could fail ifA failure to transfer skills may result from the way the skill was originally taught (e.g., in isolation) rather than an inherent impossibility of cross-domain cognitive transfer.
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Larkin and Chabay, 'Research on Teaching Scientific Thinking'Larkin and Chabay, 'Research on Teaching Scientific Thinking' (1989)Larkin and Chabay, “Research on Teaching Scientific Thinking,” 150–72.