Abstract
This article profiles an important class of generic cognitive structures, “epistemic games.” These are general patterns of characterization (e.g., verbal description, algebraic notation), explanation (e.g., covering-rule explanation, analogical explanation), and justification (e.g., deduction, statistical justification) that inform inquiry within and across disciplines. They are necessary although not sufficient for effective inquiry, and learners often have trouble with them. Their importance challenges a highly situated view of cognition, but with qualifications. Epistemic games often constitute areas of expertise in themselves, and often assume distinctive styles within disciplines.
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