The Teaching of ThinkingL. Erlbaum Associates, 1985 - 383 pàgines First published in 1985. This book was created due to involvement of the authors to develop a course to enhance thinking skills. A main aim of which was to determine what is known about the teaching of thinking from current research literature and from the results of efforts to develop cognitive enhancement programs. The primary focus is on intentional, purposeful, goal-oriented thinking-thinking, if you will, for the express purpose of realizing some specific objective. |
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Pàgina 112
... argument is deductively valid if and only if its conclusion follows from is a logically necessary consequence of its premises . And this is independent of the truth or falsity of the premises or of the conclusion . The argument , " All ...
... argument is deductively valid if and only if its conclusion follows from is a logically necessary consequence of its premises . And this is independent of the truth or falsity of the premises or of the conclusion . The argument , " All ...
Pàgina 290
... argument . A general structure for arguments is presented , along with examples from science , medicine , sports writing , ethics , and other fields . Thoughtful , systematic , and obviously pertinent to everyday reasoning , this text ...
... argument . A general structure for arguments is presented , along with examples from science , medicine , sports writing , ethics , and other fields . Thoughtful , systematic , and obviously pertinent to everyday reasoning , this text ...
Pàgina 291
... argument . On the contrary , such a view is one of the strongest features of the book . The structure of argument that they suggest , which is inherited from Toulmin ( 1958 ) , appears in Figure 10.1 . The basic relationship is between ...
... argument . On the contrary , such a view is one of the strongest features of the book . The structure of argument that they suggest , which is inherited from Toulmin ( 1958 ) , appears in Figure 10.1 . The basic relationship is between ...
Continguts
INTRODUCTION | 3 |
145 | 40 |
Can Thinking Skills be Taught? | 59 |
Copyright | |
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Altres edicions - Mostra-ho tot
Teaching Thinking: Issues and Approaches Robert J. Swartz,D.N. Perkins Previsualització limitada - 2016 |
Teaching Thinking: Issues and Approaches Robert J. Swartz,D.N. Perkins Previsualització limitada - 2016 |
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ability activities appear apply approach appropriate argument aspects assessment attempt behavior better Chapter cognitive complex components concept considered context course creative critical deductive designed difficulty direct discussed educational effective efforts emphasize evaluation evidence example experience experimental fact factors formal gains given goal heuristics human hypothesis ideas identified important improve individual inference instance instruction intellectual intelligence interest involved knowledge language learning less lessons limited material mathematics matter means measure memory mental methods nature objectives observation one's operations particular performance perhaps person positive possible practice presented problem solving question reading reasoning represent reviewed scores seems situations solution specific strategies structure subjects suggests tasks teachers teaching tests things thinking skills thought types understanding writing
Referències a aquest llibre
Schools for Thought: A Science of Learning in the Classroom John T. Bruer Previsualització limitada - 1994 |
Advances in Motivation and Achievement: A Research Annual, Volum 6 Previsualització no disponible - 1984 |