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Do students need to be taught how to reason?

by: Deanna Kuhn
Educational Research Review, Vol. 4, No. 1. (January 2009), pp. 1-6, doi:10.1016/j.edurev.2008.11.001  Key: citeulike:12004165

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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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