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LEARNING TO REASON: A REASON!-ABLE APPROACH

How are general informal reasoning skills acquired? Little research has been done on this topic. Two hypotheses dominate. According to the strong situated learning hypothesis, there are no general informal reasoning skills (only contextor domainspecific skills) and so nothing can be done to improve them. According to the practice hypothesis, general informal reasoning can be improved through intensive quality practice. These hypotheses were evaluated in the context of a one-semester undergraduate reasoning course based on Reason!, a software environment for quality practice. Results provide tentative support the practice hypothesis.