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 80.
Pàgina
... Knowledge 4. Some Dichotomies 5. What Limits Thinking? Encoding, Operations, Goals Style, Know-How, Load, Abilities Rule-Based versus Model-Based Behavior Implicit and Explicit Know-How Generality versus Context-Boundedness 6. Can ...
... Knowledge 4. Some Dichotomies 5. What Limits Thinking? Encoding, Operations, Goals Style, Know-How, Load, Abilities Rule-Based versus Model-Based Behavior Implicit and Explicit Know-How Generality versus Context-Boundedness 6. Can ...
Pàgina 1
... knowledge but the skill 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 ...
... knowledge but the skill 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 ...
Pàgina 4
... knowledge but common sense , wit , creativity , lack of bias , sensitivity to one's own limitations , intellectual independence , openness to experience , and the like . Some of these characteristics , " he points out , " manifest ...
... knowledge but common sense , wit , creativity , lack of bias , sensitivity to one's own limitations , intellectual independence , openness to experience , and the like . Some of these characteristics , " he points out , " manifest ...
Pàgina 8
... knowledge ; conversely , increased knowledge allows for more sophisticated forms of these components . " There is thus the possibility of an unending feedback loop : the components lead to an increased knowledge base , which leads to ...
... knowledge ; conversely , increased knowledge allows for more sophisticated forms of these components . " There is thus the possibility of an unending feedback loop : the components lead to an increased knowledge base , which leads to ...
Pàgina 9
... knowledge in a plan of corrective action . • Implementation of the action plan : Unimplemented plan does no good ; a motivational issue , in part . Thus we see that intelligence has been conceptualized in many ways . In attempting to ...
... knowledge in a plan of corrective action . • Implementation of the action plan : Unimplemented plan does no good ; a motivational issue , in part . Thus we see that intelligence has been conceptualized in many ways . In attempting to ...
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