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Intro; Preface; Contents; Notes on Contributors; List of Figures; List of Tables; Part I Components of Scientific Thinking in Higher Education; 1 Broadening the Theory of Scientific Thinking for Higher Education; Introduction; On the Meaning and Nature of "Scientific" Across Different Disciplines; The Meaning and Usage of the Word Science; Nature of Science in Different Disciplines; The Need for a Broader Theory of Scientific Thinking in Higher Education; Redefining the Theory of Scientific Thinking for Use in Higher Education
Critical Thinking and Understanding the Basic Principles of ScienceEpistemic Understanding: Ability to Understand that Knowledge Is Uncertain and Created by Humans; Research Skills Underpinning Science: Understanding How Knowledge Is Produced; Reasoning Skills: Evidence-Based Reasoning as the Basis for Knowledge Building; University Teachers' Views About Scientific Thinking; Methods; Teachers' Views; Disciplinary Differences; The Proposed Theory of Scientific Thinking; Conclusions: Fostering the Development of Skilled Scientific Thinking; References
2 The Roles of Epistemic Understanding and Research Skills in Students' Views of Scientific ThinkingIntroduction; The Role of Epistemic Understanding in Teaching and Learning in Higher Education; Context Sensitivity of Epistemic Understanding; Research Skills as Broadly Understood; Methods; Participants; Data Analysis; Findings; Students' Views of Scientific Thinking; Differences in Students' Scientific Thinking Conceptions by Phase of Study; The Role of Epistemic Understanding in Students' Views of Scientific Thinking; The Role of Research Skills in Students' Views of Scientific Thinking
Epistemic Understanding and Research Skills in Relation to Other Aspects of Scientific ThinkingDiscussion; Pedagogical Implications; Further Research; References; 3 Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education; Introduction; What Is Critical Thinking and How Does It Relate to Scientific Thinking?; Why Do University Students Need to Be Able to Think Critically?; Teaching Critical Thinking in a Way that also Develops Scientific Thinking and Academic Competence; Anchoring Critical Thinking to the Curriculum; Conclusion; References
4 Evidenced-Based Thinking for Scientific ThinkingIntroduction; Critical Thinking; Importance of Critical Thinking; University Students and Critical Thinking; Evidenced-Based Thinking; Context for the Study; Typology of Evidence; The Case Study; Methodology; Findings; Describing Statistical Evidence; Describing Qualitative Evidence; Describing Anecdotal Evidence; Describing Expert Opinion and Legal Evidence; Uses of Evidence; Shifting Notions of Evidence; Discussion; Recommendations for Teaching; Conclusion; References; Part II Challenges for the Development of Scientific Thinking in Higher Education
Critical Thinking and Understanding the Basic Principles of ScienceEpistemic Understanding: Ability to Understand that Knowledge Is Uncertain and Created by Humans; Research Skills Underpinning Science: Understanding How Knowledge Is Produced; Reasoning Skills: Evidence-Based Reasoning as the Basis for Knowledge Building; University Teachers' Views About Scientific Thinking; Methods; Teachers' Views; Disciplinary Differences; The Proposed Theory of Scientific Thinking; Conclusions: Fostering the Development of Skilled Scientific Thinking; References
2 The Roles of Epistemic Understanding and Research Skills in Students' Views of Scientific ThinkingIntroduction; The Role of Epistemic Understanding in Teaching and Learning in Higher Education; Context Sensitivity of Epistemic Understanding; Research Skills as Broadly Understood; Methods; Participants; Data Analysis; Findings; Students' Views of Scientific Thinking; Differences in Students' Scientific Thinking Conceptions by Phase of Study; The Role of Epistemic Understanding in Students' Views of Scientific Thinking; The Role of Research Skills in Students' Views of Scientific Thinking
Epistemic Understanding and Research Skills in Relation to Other Aspects of Scientific ThinkingDiscussion; Pedagogical Implications; Further Research; References; 3 Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education; Introduction; What Is Critical Thinking and How Does It Relate to Scientific Thinking?; Why Do University Students Need to Be Able to Think Critically?; Teaching Critical Thinking in a Way that also Develops Scientific Thinking and Academic Competence; Anchoring Critical Thinking to the Curriculum; Conclusion; References
4 Evidenced-Based Thinking for Scientific ThinkingIntroduction; Critical Thinking; Importance of Critical Thinking; University Students and Critical Thinking; Evidenced-Based Thinking; Context for the Study; Typology of Evidence; The Case Study; Methodology; Findings; Describing Statistical Evidence; Describing Qualitative Evidence; Describing Anecdotal Evidence; Describing Expert Opinion and Legal Evidence; Uses of Evidence; Shifting Notions of Evidence; Discussion; Recommendations for Teaching; Conclusion; References; Part II Challenges for the Development of Scientific Thinking in Higher Education