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  1. Specialization Effect and Its Influence on Memory and Problem Solving in Expert Chess Players.Merim Bilalić, Peter McLeod & Fernand Gobet - 2009 - Cognitive Science 33 (6):1117-1143.
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  • Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks.Clark A. Chinn & Betina A. Malhotra - 2002 - Science Education 86 (2):175-218.
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  • How Multiplayer Online Battle Arenas Foster Scientific Reasoning.Carlos Castaño Díaz - 2017 - Dissertation, Ludwig Maximilians Universität, München
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  • Watching People Fail.Christian Günther Strobel - 2017 - Dissertation, LMU Munich
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  • “What If…”: The Use of Conceptual Simulations in Scientific Reasoning.Susan Bell Trickett & J. Gregory Trafton - 2007 - Cognitive Science 31 (5):843-875.
  • Breaking the Law: Promoting Domain-Specificity in Chemical Education in the Context of Arguing About the Periodic Law. [REVIEW]Sibel Erduran - 2007 - Foundations of Chemistry 9 (3):247-263.
    In this paper, domain-specificity is presented as an understudied problem in chemical education. This argument is unpacked by drawing from two bodies of literature: learning of science and epistemology of science, both themes that have cognitive as well as philosophical undertones. The wider context is students’ engagement in scientific inquiry, an important goal for science education and one that has not been well executed in everyday classrooms. The focus on science learning illustrates the role of domain specificity in scientific reasoning. (...)
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  • Supporting Mathematical Argumentation and Proof Skills: Comparing the Effectiveness of a Sequential and a Concurrent Instructional Approach to Support Resource-Based Cognitive Skills.Daniel Sommerhoff, Ingo Kollar & Stefan Ufer - 2021 - Frontiers in Psychology 11.
    An increasing number of learning goals refer to the acquisition of cognitive skills that can be described as ‘resource-based,’ as they require the availability, coordination, and integration of multiple underlying resources such as skills and knowledge facets. However, research on the support of cognitive skills rarely takes this resource-based nature explicitly into account. This is mirrored in prior research on mathematical argumentation and proof skills: Although repeatedly highlighted as resource-based, for example relying on mathematical topic knowledge, methodological knowledge, mathematical strategic (...)
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  • Solving Professional Problems Together.Andras Csanadi - 2017 - Dissertation, Ludwig Maximilians Universität, München
    Future professionals should be prepared for scientific reasoning, i.e., to construct and apply scientific knowledge, in order to analyze and solve problems in their professional practice. Yet, future practitioners’ scientific reasoning skills often seem to be deficient when solving practical problems. This dissertation explores to what extent collaboration may foster the engagement of future practitioners in scientific reasoning: i.e., in epistemic processes and in referring to scientific content knowledge. Therefore, two studies were conducted to compare collaborative and individual problem solving (...)
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  • A Framework for Unpacking Cognitive Benefits of Distributed Complex Visual Displays.Jooyoung Jang & Christian D. Schunn - 2014 - Journal of Experimental Psychology: Applied 20 (3):260-269.
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  • Gaming Science: The “Gamification” of Scientific Thinking.Bradley J. Morris, Steve Croker, Corinne Zimmerman, Devin Gill & Connie Romig - 2013 - Frontiers in Psychology 4.
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  • What Makes Interdisciplinarity Difficult? Some Consequences of Domain Specificity in Interdisciplinary Practice.Miles MacLeod - 2018 - Synthese 195 (2):697-720.
    Research on interdisciplinary science has for the most part concentrated on the institutional obstacles that discourage or hamper interdisciplinary work, with the expectation that interdisciplinary interaction can be improved through institutional reform strategies such as through reform of peer review systems. However institutional obstacles are not the only ones that confront interdisciplinary work. The design of policy strategies would benefit from more detailed investigation into the particular cognitive constraints, including the methodological and conceptual barriers, which also confront attempts to work (...)
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  • Construction of Virtual Psychology Laboratory Describing Exploratory Experimental Behavior.Ryuichi Nakaike & Kazuhisa Miwa - 2002 - Transactions of the Japanese Society for Artificial Intelligence 17 (4):490-499.
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