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. |
Des de l'interior del llibre
Resultats 1 - 3 de 59.
Pàgina 111
... errors when engaging in this kind of thinking . Some of these errors are systematic , and in what follows we review examples of them in detail . Our motives for focusing on such errors are two . First , the nature of the errors provides ...
... errors when engaging in this kind of thinking . Some of these errors are systematic , and in what follows we review examples of them in detail . Our motives for focusing on such errors are two . First , the nature of the errors provides ...
Pàgina 112
... errors that people make when trying to reason deductively . In detailing these errors , we first consider cases in which people appear to be using some criterion other than validity in evaluating deductive arguments . Then we briefly ...
... errors that people make when trying to reason deductively . In detailing these errors , we first consider cases in which people appear to be using some criterion other than validity in evaluating deductive arguments . Then we briefly ...
Pàgina 135
... errors are added to the other errors we make in sampling data and evaluating hypotheses . Partiality in the assessment of evidence , for example , augments the usual confirmation bias , culminating in what can be very biased sampling ...
... errors are added to the other errors we make in sampling data and evaluating hypotheses . Partiality in the assessment of evidence , for example , augments the usual confirmation bias , culminating in what can be very biased sampling ...
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 |