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Disciplinary silos and large amounts of specialized information in chemistry and biology courses undermines how students can make sense of these disciplines. This manuscript reports on how mechanistic reasoning across undergraduate courses may guide students towards more enduring and meaningful science learning. This team of chemistry, biology, and education researchers engaged in conversation about core mechanisms important for student learning in each disciplinary area that would connect todblp:conf/icls/SchwarzCLTNLKS20 fatcat:ezyrdqyko5fnxc5rwgglvt6vsa