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Bibliografická citace

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BK
First published
London ; New York : Routledge, Taylor & Francis Group, 2015
xxiv, 487 stran : ilustrace ; 25 cm

objednat
ISBN 978-1-138-57734-3 (brožováno)
The Routledge international handbook series
Obsahuje bibliografie a rejstříky
Popsáno podle brožovaného dotisku z roku 2017
001461991
Contents // Contributors xiii // Introduction 1 // Rupert Wegerif, Li Li and James C. Kaufman // SECTION I // Theory, history and context of teaching thinking 9 // 1 Teaching for thinking: ethical reasoning 11 // Robert J. Sternberg // 2 A recent history of teaching thinking 19 // Steve Higgins // 3 Teaching thinking: an ideological perspective 29 // Yoram Harpaz // 4 A Confucian perspective on teaching thinking in China 45 // Li Li // 5 There’s more to thinking than the intellect 58 // Douglas P. Newton // SECTION II // Approaches to teaching thinking 69 // 6 Tools for inquiry: the role of thinking skills approaches in // developing pedagogy as theory 71 // Vivienne Baumfield // 7 How to improve thinking 80 // Phil N. Johnson-Laird // ix // Contents // 8 Thinking-based classroom teaching theory and practice in China 92 // Weiping Hu // 9 Philosophy for children: short and long term effects 103 // Keith J. Topping and Steve Trickey // 10 Teaching for successful intellectual styles 113 // Li-fang Zhang // 11 The prospects of cognitive (brain) training as an aid for teaching thinking 125 Oshin Vartanian and Erin L. Beatty // 12 Using an informed understanding of styles to enhance learning // and teaching in twenty-first century learning environments 137 // Carol Evans and Michael Waring // SECTION III // Creativity and creative thinking 151 // 13 Possibility thinking: from what is to what might be 153 // Anna Craft // 14 Promoting creativity in Chinese classrooms: an examination
based // on educational policies 168 // Zhaocun Li and Amber Johnston // 15 What we want impacts how we create: creativity, motivation and goals 181 // James C. Kaufman, Roni Reiter-Palmon and Ryan Royston // 16 Integrating knowledge management into the instruction of creativity in // a blended learning environment 191 // Yu-chu Yeh // 17 Teaching creative thinking in K12 schools: lingering challenges and // new opportunities 201 // Ronald A. Beghetto // 18 Thinking creatively across the lifespan 212 // Anna Hui, Mavis He, Elaine Liu-Au and Constance Ching // x // Contents // SECTION IV // Critical thinking and metacognition 227 // 19 Metacognition and teaching higher order thinking (HOT) in science education: students’ learning, teachers’ knowledge and instructional // practices 229 // Amt Zahar and Sarit Barzilai // 20 Knowledge, disciplinarity and the teaching of critical thinking 243 // Tim Moore // 21 Metacognitive learning environments: an approach to metacognition // research 254 // Shirley Larkin // 22 An overview of metacognitive awareness and L2 reading strategies 266 // Pingyu Liu and Li Li // 23 Thinking about metacognition improves thinking 280 // Marcel V. J. Veenman // SECTION V // The assessment of thinking 289 // 24 Do they really work? Evidence for the efficacy of thinking skills // approaches in affecting learning outcomes: the need for a broader perspective 291 // Robert Burden // 25 Assessing critical thinking in our students 305 // Heather A. Butler
26 Assessing creative thinking: practical applications 315 // Haiying Long and Jonathan A. Plucker // 27 Assessment for creative teaching and learning in disciplined improvisation 330 Vivian M. Y. Cheng // 28 A model for the assessment of rational thought and its potential // operationalization 344 // Richard F. West and Keith E. Stanovich // xi // Contents // SECTION VI // Teaching thinking in STEM subjects 355 // 29 STEM education and problem-based learning 357 // Areej M. Adel El Say ary, Sufian A. Forawi and Nasser Mansour // 30 The teaching and learning of probabilistic thinking: heuristic, informal // and fallacious reasoning 369 // Egan J. Chernqff and Bharath Sriraman // 31 Cognitive acceleration through science education: the CASE // for thinking through science 378 // Mary Oliver and Grady Venville // 32 Epistemic practices and thinking in science: fostering teachers’ // development in scientific argumentation 388 // Sibel Erduran and Merce Garcia-Mila // 33 Teaching engineers to think creatively: barriers and challenges in // STEM disciplines 402 // David H. Cropley // 34 Teaching mathematics creatively 411 // Ai-Girl Tan // SECTION VII // Teaching thinking through collaboration and new technology 425 // 35 Technology and teaching thinking: why a dialogic approach is needed // for the twenty-first century 427 // Rupert Wegerij // 36 Catalyzing collaborative learning and collective action for positive social // change through systems science education 441 // Michael
Hogan, Owen Harney and Benjamin Broome // 37 Becoming a questioner in a philosophy class 457 // Baruch B. Schwarz and Benzi Slakmon // 38 Thinking, interthinking, and technological tools 467 // Simon Knight and Karen Littleton // Author index 479 // Subject index 482 // xii

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