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. |
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Pàgina 1
... inferences, to construct counter arguments and alternative hypotheses —in short, to think critically. While common sense convinces us of the importance of effective thinking, many researchers and educators are asserting the need for new ...
... inferences, to construct counter arguments and alternative hypotheses —in short, to think critically. While common sense convinces us of the importance of effective thinking, many researchers and educators are asserting the need for new ...
Pàgina 2
... inference . When one reasons deductively one does not go beyond the information at hand . One draws a conclusion from premises , but the information that is stated explicitly in the conclusion was — if the logic is sound - contained in ...
... inference . When one reasons deductively one does not go beyond the information at hand . One draws a conclusion from premises , but the information that is stated explicitly in the conclusion was — if the logic is sound - contained in ...
Pàgina 2
... inference and to derive invalid conclusions; that is, we often deduce conclusions that are not implicit in the premises. Moreover even if one's deductive logic is sound, one is not guaranteed to reach true conclusions, unless the ...
... inference and to derive invalid conclusions; that is, we often deduce conclusions that are not implicit in the premises. Moreover even if one's deductive logic is sound, one is not guaranteed to reach true conclusions, unless the ...
Pàgina 2
... inference or arrive at an untrue conclusion. We would want evidence, however, that it could reason both deductively ... inference. This model incorporates, among other things, certain assumptions about the relative permanence of physical ...
... inference or arrive at an untrue conclusion. We would want evidence, however, that it could reason both deductively ... inference. This model incorporates, among other things, certain assumptions about the relative permanence of physical ...
Pàgina 33
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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