The Teaching of ThinkingRoutledge, 9 de gen. 2014 - 400 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 - 5 de 71.
Pàgina 1
... apply that knowledge effectively. Change today is more rapid and the need to accommodate to it more pressing that in the past. No longer is it possible, as it once was, to learn enough during 12, or even 16, years of formal schooling to ...
... apply that knowledge effectively. Change today is more rapid and the need to accommodate to it more pressing that in the past. No longer is it possible, as it once was, to learn enough during 12, or even 16, years of formal schooling to ...
Pàgina 9
... apply processes to representation . Processing allocation : Efficient allocation of time to various aspects or components of task . • Solution monitoring : Keeping track of what has been done , what remains to be done , and whether ...
... apply processes to representation . Processing allocation : Efficient allocation of time to various aspects or components of task . • Solution monitoring : Keeping track of what has been done , what remains to be done , and whether ...
Pàgina 10
... apply to the utilization of that information. The extent to which—or the way in which—intelligence is dependent on cultural or societal variables remains an unanswered question. It is clear that certain abilities that may represent ...
... apply to the utilization of that information. The extent to which—or the way in which—intelligence is dependent on cultural or societal variables remains an unanswered question. It is clear that certain abilities that may represent ...
Pàgina 17
... other contexts. Only when one has reached the stage of formal operations can one deal effectively with abstract concepts and demonstrate the ability to apply reasoning and problem-solving skills in contexts different from those in which.
... other contexts. Only when one has reached the stage of formal operations can one deal effectively with abstract concepts and demonstrate the ability to apply reasoning and problem-solving skills in contexts different from those in which.
Pàgina 18
... apply memorized formulas to find the mean and standard deviation find the intersection of two given finite sets list all possible outcomes of flipping two coins data points write simple truth tables involving implication compute what ...
... apply memorized formulas to find the mean and standard deviation find the intersection of two given finite sets list all possible outcomes of flipping two coins data points write simple truth tables involving implication compute what ...
Continguts
2 | |
Cognitive Development | 25 |
Encoding Operations Goals | 34 |
PROBLEM SOLVING CREATIVITY AND METACOGNITION | 1946 |
Creativity | 1968 |
ERRORS AND BIASES IN REASONING | |
Summary of Part I | |
APPROACHES TO TEACHING THINKING | |
Project Intelligence | |
The Cognitive Operations Approach in General | |
Schoenfelds Heuristic Instruction in Mathematical Problem | |
FORMAL THINKING APPROACHES | |
THINKING THROUGH LANGUAGE AND SYMBOL MANIPULATION | |
THINKING ABOUT THINKING | |
PROSPECTS FOR TEACHING THINKING | |
Statistical versus Practical Significance | |
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 |
The Teaching of Thinking Raymond S. Nickerson,David N. Perkins,Edward E. Smith Visualització de fragments - 1985 |
Frases i termes més freqüents
activities apply approach argument aspects assessment availability heuristic behavior Beranek and Newman classroom cognitive load cognitive style complex components concept confirmation bias considered context control group CoRT course creative critical deductive deductive reasoning designed discussed educational Educational Testing Service effective efforts emphasize enhance thinking evaluation evidence example experience experimental factors Feuerstein formal operations goal heuristics Hillsdale hypothesis ideas identified important improve individual inductive inference instruction intellectual involved Klausmeier knowledge Lawrence Erlbaum Associates learning lessons logic LOGO mathematics Meichenbaum memory mental metacognitive objectives one’s particular performance Philosophy for Children Piaget Piagetian possible posttest pretest problem solving procedures Psychology question reasoning reviewed sample scores solution solver specific strategies Structure of Intellect subjects suggests tasks taught teach thinking skills teachers teaching of thinking ThinkAbout thinking ability types Venezuela vertical thinking writing