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 81.
Pàgina 1
... question of what the evidence, on the whole, indicates regarding the teaching of thinking skills. What do the results of the various efforts described in Part II suggest regarding the legitimacy of the teaching of thinking as an ...
... question of what the evidence, on the whole, indicates regarding the teaching of thinking skills. What do the results of the various efforts described in Part II suggest regarding the legitimacy of the teaching of thinking as an ...
Pàgina 2
... question is an eminently fair one , but one that you might find your self hard- pressed to answer in a completely satisfactory way . The question of whether machines can be intelligent will not concern us much in this book because it ...
... question is an eminently fair one , but one that you might find your self hard- pressed to answer in a completely satisfactory way . The question of whether machines can be intelligent will not concern us much in this book because it ...
Pàgina 2
... question to ask than to answer; indeed, perhaps there is no generally acceptable answer. We all know when we understand—or think we understand—something, but to define the term without resorting to synonyms is a different matter. We may ...
... question to ask than to answer; indeed, perhaps there is no generally acceptable answer. We all know when we understand—or think we understand—something, but to define the term without resorting to synonyms is a different matter. We may ...
Pàgina 2
... question of what intelligence is, but perhaps the point has been made that intelligence does have many aspects or dimensions. Thus, we may expect that attempts to build intelligence into machines will take many different forms, and we ...
... question of what intelligence is, but perhaps the point has been made that intelligence does have many aspects or dimensions. Thus, we may expect that attempts to build intelligence into machines will take many different forms, and we ...
Pàgina 2
... question of whether intelligence is best considered a general cognitive ability or a collection of individual abilities. The earliest writers on the subject, including Spencer Some Conceptions of Differential Intelligence.
... question of whether intelligence is best considered a general cognitive ability or a collection of individual abilities. The earliest writers on the subject, including Spencer Some Conceptions of Differential Intelligence.
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