Results for 'Thinking skills'

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  1.  17
    Smart thinking: skills for critical understanding and writing.Matthew Allen - 2004 - New York: Oxford University Press.
    Smart Thinking: Skills for Critical Understanding and Writing 2E is a practical step-by-step guide to improving skills in analysis, critical thinking, and the effective communication of arguments and explanations. The book combines an accessible and straightforward style, with a strong foundation of knowledge. The text treats reasoning as an aspect of communication, not an abstract exercise in logic. The book not only provides detailed advice on how to practise analytical skills, but also demonstrates how these (...)
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  2.  31
    General thinking skills: Are there such things?John N. Andrews - 1990 - Journal of Philosophy of Education 24 (1):71–81.
    John N Andrews; General Thinking Skills: are there such things?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 71–79, https://doi.o.
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  3.  19
    Enhancing critical thinking skills and media literacy in initial vocational education and training via self-nudging: The contribution of NERDVET project.Riccardo Sartori, Francesco Tommasi, Andrea Ceschi, Mattia Falser, Silvia Genero & Silvia Belotto - 2022 - Frontiers in Psychology 13.
    Vocational Education and Training programs are fuelled by technical and practical educational modules. The teaching staff adopts both traditional and innovative pedagogical frameworks to increase the generalization and maintenance of practical skills. At the same time, VET teachers and trainers have a few occasions to promote and include disciplines and educational programs for enhancing students' soft skills, e.g., critical thinking skills and media literacy. Following the European VET framework and literature of the field, CT and ML (...)
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  4.  7
    Does Developing Moral Thinking Skills Lead to Moral Action?Maria Tillmanns - 2021 - International Journal of Philosophical Practice 7 (1):104-111.
    This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process (...)
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  5.  78
    Pianificare sessioni P4C attraverso le abilità di pensiero. EN_ Planning P4C Sessions Focusing on Thinking Skills.Cristina Toti - 2023 - Indagine e Pratica Filosofica. En_Philosophical Inquiry and Practice 1:19-40.
    The paper addresses the methodology used by the teacher-KEYWORDS: facilitator to plan P4C sessions. The classic method consists of identifying the guidelines of the dialogue from a provisional mapping of the text, but this can be supplemented or replaced by other tools‡. GrupIREF and the Filosofía Lúdica movement§ use an approach that focuses on thinking skills. The P4C session is planned from the choice of the thinking skills to be trained - or possibly the attitudes and (...)
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  6. Improving Algebraic Thinking Skill, Beliefs And Attitude For Mathematics Throught Learning Cycle Based On Beliefs.Widodo Winarso & Toheri - 2017 - Munich University Library.
    In the recent years, problem-solving become a central topic that discussed by educators or researchers in mathematics education. it’s not only as the ability or as a method of teaching. but also, it is a little in reviewing about the components of the support to succeed in problem-solving, such as student's belief and attitude towards mathematics, algebraic thinking skills, resources and teaching materials. In this paper, examines the algebraic thinking skills as a foundation for problem-solving, and (...)
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  7.  11
    Teaching Critical Thinking Skills and Philosophy to Adolescents.Jeff Buechner - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (1):22-40.
    This paper examines relationships between teaching critical thinking and teaching philosophy to adolescents (ages 12–17). The focus is on argumentation, especially on the method used to determine how well the premises of an argument support its conclusion. The method is the method of counterexamples. This article describes the results of teaching this method to adolescents (ages 12–17) who were participants in a summer enrichment program at Rutgers University-Newark, the Rutgers-Merck Summer Bioethics Institute. The participants were to learn about the (...)
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  8.  23
    Embedding Teaching Critical Thinking Skills in a Philosophy Course.Julie Loveland Swanstrom - 2018 - American Association of Philosophy Teachers Studies in Pedagogy 4:78-99.
    I explore methods for the explicit instruction of critical thinking in a topics-based philosophy course. These methods make the classroom more experiential and less didactic and involve students in the philosophical process, allowing them to learn content while using the methods of philosophy to work through, explain, or produce similar content. Experiential learning—approaching learning as a “continuous process grounded in experience” involving the acquisition of practices, the specialization in those practices, and the integration of oneself into the learning process—enhances (...)
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  9.  6
    Thinking Skills in Gifted Education.Stuart N. Omdal & Jann Harper Leppien - 2002 - Inquiry: Critical Thinking Across the Disciplines 21 (2):7-15.
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  10. Thinking Skills and Philosophy for Children: The Bethlehem Program, 1982 - 1983.John F. Martin & Mark L. Weinstein - 1984 - Analytic Teaching and Philosophical Praxis 5 (2).
    During the past decade, the Philosophy for Children Program has offered teacher-training workshops throughout the United States and elsewhere. The workshops frequently supported by grants, enable teachers to work with a professional philosopher in developing the skills required for teaching critical thinking to elementary and intermediate schools.
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  11.  91
    Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect.M. Jill Austin, Thomas Li-Ping Tang & Larry W. Howard - 2015 - Journal of Business Ethics 128 (1):133-147.
    Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills. We randomly assign 31 sessions of business classes to four groups and collect data from three sources: in-class performance, university records, and Internet surveys. Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their (...)
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  12.  34
    Teaching thinking skills through discussion: Towards a method of evaluation.Marjorie O'Loughlin - 1991 - Educational Philosophy and Theory 23 (1):110–120.
  13. Thinking Skills within the Humanities Discipline.Catherine Milvain - 2008 - Ethos: Social Education Victoria 16 (4):6.
     
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  14. Thinking Skills.Diane F. Halpern - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group.
     
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  15.  19
    Are there domain–specific thinking skills?Gerald Smith - 2002 - Journal of Philosophy of Education 36 (2):207–227.
    Adopting a much broader notion of thinking than that associated with the Critical Thinking movement, this paper addresses the question of thinking skill generality. An analysis of the concept of ‘thinking skill’ suggests ways in which this notion has been misapplied. The paper demonstrates the importance of thinking tasks and argues for a non–universalistic notion of thinking skill generality. The domains–view of thinking is assessed, evidence from secondary research being used to show that (...)
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  16.  8
    Formation of critical thinking skills in the process of implementing a competence-based approach.L. S. Chikileva & I. A. Efimova - 2024 - Liberal Arts in Russia 13 (1):23-33.
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  17.  75
    The Improvement of Critical Thinking Skills in What Philosophy.Maralee Harrell - unknown
    Maralee Harrell. The Improvement of Critical Thinking Skills in What Philosophy.
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  18.  33
    Critical Thinking Skills in Counseling.Jennifer Marshall & Trey Fitch - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (3):4-5.
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  19.  6
    Thinking Skills Programs.Wolfe Mays - 1988 - Thinking: The Journal of Philosophy for Children 7 (4):2-11.
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  20.  96
    Deficient Critical Thinking Skills among College Graduates: Implications for leadership.Kevin L. Flores, Gina S. Matkin, Mark E. Burbach, Courtney E. Quinn & Heath Harding - 2012 - Educational Philosophy and Theory 44 (2):212-230.
    Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical thinking are examined to develop a general construct to guide the discussion as critical thinking is linked to constructivism, leadership, and education. Most pedagogy is content-based built on (...)
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  21.  17
    Some Achilles' heels of thinking skills: A response to Higgins and Baumfield.Steve Johnson & Peter Gardner - 1999 - Journal of Philosophy of Education 33 (3):435–449.
    Steven Higgins and Vivienne Baumfield have recently attempted to defend the much discussed idea of general thinking skills against attacks from three quarters: what they regard as a priori objections, which they liken to Zeno's paradox that Achilles will not catch the tortoise; domains theories of knowledge, which oppose the idea of thinking skills being general and transcending domains; and the claim that experts use subject specific knowledge, and don't use general thinking skills. We (...)
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  22.  17
    Critical Thinking Skills in Counseling.Trey Fitch - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (3):4-5.
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  23.  15
    Exploring Computational Thinking Skills Training Through Augmented Reality and AIoT Learning.Yu-Shan Lin, Shih-Yeh Chen, Chia-Wei Tsai & Ying-Hsun Lai - 2021 - Frontiers in Psychology 12.
    Given the widespread acceptance of computational thinking in educational systems around the world, primary and higher education has begun thinking about how to cultivate students' CT competences. The artificial intelligence of things combines artificial intelligence and the Internet of things and involves integrating sensing technologies at the lowest level with relevant algorithms in order to solve real-world problems. Thus, it has now become a popular technological application for CT training. In this study, a novel AIoT learning with Augmented (...)
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  24. Does Developing Moral Thinking Skills lead to Moral Action? Developing Moral Proprioception.Maria daVenza Tillmanns - 2021 - International Journal of Philosophical Practice.
    This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process (...)
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  25.  10
    Development of Critical Thinking Skills for Macedonian Language for Professional Purposes 2 During the Online Teaching Period.Aleksandra P. Taneska & Blagojka Zdravkovska-Adamova - 2020 - Seeu Review 15 (1):60-70.
    The aim of this paper is to present the results of our analysis regarding the development of critical thinking skills for the subject Macedonian language for specific purposes 2, research conducted in the online teaching period in the academic 2019-2020. The appearance of COVID-19 virus in March 2020 and the pandemic that it caused seriously affected the educational process. But the well-established Google Meet and Google Classroom platforms have proven to be a solid foundation for teaching in extraordinary (...)
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  26. The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill.Peter A. Facione - 2000 - Informal Logic 20 (1):61-84.
    Theorists have hypothesized that skill in critical thinking is positively correlated with the consistent internal motivation to think and that specific critical thinking skills are matched with specific critical thinking dispositions. If true, these assumptions suggest that a skill-focused curriculum would lead persons to be both willing and able to think. This essay presents a researchbased expert consensus definition of critical thinking, argues that human dispositions are neither hidden nor unknowable, describes a scientific process of (...)
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  27.  14
    An Assessment of Undergraduate Engineering Students’ Critical Thinking Skills Guided by the Paul-Elder Critical Thinking Framework.Patricia A. Ralston, Anne E. Larson & Cathy L. Bays - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (3):25-32.
    Faculty in a large, urban school of engineering designed a longitudinal study to assess the critical thinking skills of undergraduate students as they progressed through the engineering program. The Paul-Elder critical thinking framework was used to design course assignments and develop a holistic assessment rubric. This paper presents the analysis of the freshman course artifacts (baseline and course critical thinking assignments) and associated faculty scoring sessions for all three cohorts. A total of 649 first semester freshman (...)
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  28.  16
    Some Achilles' Heels of Thinking Skills: a Response to Higgins and Baumfield.Steve Johnson & Peter Gardner - 1999 - Journal of Philosophy of Education 33 (3):435-449.
    Steven Higgins and Vivienne Baumfield have recently attempted to defend the much discussed idea of general thinking skills against attacks from three quarters: what they regard as a priori objections, which they liken to Zeno's paradox that Achilles will not catch the tortoise; domains theories of knowledge, which oppose the idea of thinking skills being general and transcending domains; and the claim that experts use subject specific knowledge, and don't use general thinking skills. We (...)
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  29.  16
    The Role of Critical Thinking Skills in Counselor Supervision.Chester Robinson - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (3):19-25.
  30.  23
    Development of Higher-Order Thinking Skills in Students.Reza Shahrokh - 1998 - Inquiry: Critical Thinking Across the Disciplines 18 (2):52-64.
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  31. No computer program required: Even pencil-and-paper argument mapping improves critical thinking skills.Mara Harrell - 2008 - Teaching Philosophy 31 (4):351-374.
    Argument-mapping software abounds, and one of the reasons is that using the software has been shown to teach/promote/improve critical thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an argument diagrammatically plays (...)
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  32. The New York City Reasoning/Thinking Skills Program.Mark Weinstein - 1993 - Analytic Teaching and Philosophical Praxis 14 (1).
    The paper that follows is a report written in 1988 describing a city-wide program that was in effect in New York City from 1985 until 1988. It was intended for publication in a journal, The New York Supervisor, which unfortunately ceased to exist during that year. The program described included twelve school districts at its initiation and resulted in a variety of projects which included: A Philosophy for Children project in three districts; a three year effort to intregrate critical (...) in the reading, social studies, and bilingual curricula in one district; a two year program to integrate thinking skills into a gifted and talented program in yet another; infusion of thinking skills into the reading program in two other districts; a mathematics curriculum for gifted middle school students, a science curriculum for junior high school students, a curriculum based on local history; a program for drop-out prevention; and a prgram to enhance critical thinking through a media center in five other districts. (shrink)
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  33.  17
    An Assessment of Undergraduate Engineering Students’ Critical Thinking Skills Guided by the Paul-Elder Critical Thinking Framework.Patricia A. Ralston, Anne E. Larson & Cathy L. Bays - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (3):25-32.
    Faculty in a large, urban school of engineering designed a longitudinal study to assess the critical thinking skills of undergraduate students as they progressed through the engineering program. The Paul-Elder critical thinking framework was used to design course assignments and develop a holistic assessment rubric. This paper presents the analysis of the freshman course artifacts (baseline and course critical thinking assignments) and associated faculty scoring sessions for all three cohorts. A total of 649 first semester freshman (...)
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  34.  25
    Teacher Guide to Analytical Thinking Skills.Mark Nowacki, Jared Poon, Nagarajan Selvanathan & Jeremy Wong - unknown
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  35.  21
    Critical Comparisons of Thinking Skills Programs.David S. Martin - 1994 - Inquiry: Critical Thinking Across the Disciplines 14 (2):11-16.
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  36. Diagrams That Really Are Worth Ten Thousand Words: Using Argument Diagrams to Teach Critical Thinking Skills.Maralee Harrell - 2006 - Proceedings of the 28th Annual Conference of the Cognitive Science Society 28.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard critical thinking courses (...)
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  37.  26
    Philosophy and Transferable Thinking Skills.Alec Fisher - 1990 - Cogito 4 (2):123-128.
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  38.  41
    Philosophy Can Teach Critical Thinking Skills.George Semb - 1981 - Teaching Philosophy 4 (2):111-122.
  39.  52
    Habits and Skills in the Domain of Joint Action.Judith H. Martens - 2020 - Topoi (3):1-13.
    Dichotomous thinking about mental phenomena is abundant in philosophy. One particularly tenacious dichotomy is between “automatic” and “controlled” processes. In this characterization automatic and unintelligent go hand in hand, as do non-automatic and intelligent. Accounts of skillful action have problematized this dichotomous conceptualization and moved towards a more nuanced understanding of human agency. This binary thinking is, however, still abundant in the philosophy of joint action. Habits and skills allow us agentic ways of guiding complex action routines (...)
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  40.  18
    Effects of the Problem-Oriented Learning Model on Middle School Students’ Computational Thinking Skills in a Python Course.Hongquan Bai, Xin Wang & Li Zhao - 2021 - Frontiers in Psychology 12.
    The rapid development of computers and technology affects modern daily life. Individuals in the digital age need to develop computational thinking skills. Existing studies have shown that programming teaching is conducive to cultivating students’ CT, and various learning models have different effects on the cultivation of CT. This study proposed a problem-oriented learning model that is closely related to programming and computational thinking. In all, 60 eighth-grade students from a middle school in China were divided into an (...)
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  41.  14
    Extension of Creative Writing Ability through Thinking Skill Training.Teak-Shin Kim - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:131-136.
    The seventh Korea elementary school curriculum implies that it is possible to activate higher-order thinking by accepting constructivism as a paradigm. However, the absence of effective and concrete way to make it possible disturbs the goal of the new curriculum. I summarized the class contents of what I did for the last two years in the contest that is for improvement of instruction. As I got a bronze medal twice in Seoul teachers teaching contest, it can be a good (...)
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  42.  24
    Rationale for Considering Typical Critical Thinking Skills.Gordon D. Lamb & Cecil R. Reynolds - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):21-29.
    This paper’s purpose is to provide a foundation for viewing critical thinking as both a maximal and typical performance construct. While maximal performance measures the best a person can do, typical performance measures what the person is most likely to do. An overview of maximal performance, including its history and limitations, will be given. The role of maximal and typical performance in cognitive development will be demonstrated through an exploration of the relationships between behavior, the environment, personality, crystallized intelligence, (...)
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  43.  52
    Using Argument Diagramming Software to Teach Critical Thinking Skills.Maralee Harrell - 2007 - Proceedings of the 5th International Conference on Education and Information Systems, Technologies and Applications 5.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural and relatively minor modifications to standard critical (...) courses could provide substantial increases in student learning and performance. (shrink)
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  44.  9
    Critical Comparisons of Thinking Skills Programs.David S. Martin - 1994 - Inquiry: Critical Thinking Across the Disciplines 14 (2):11-16.
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  45.  6
    Why Aren't Thinking Skills Being Taught?Matthew Lipman - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):45-46.
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  46.  10
    Graduate Assistants Teach Critical Thinking Skills to MSC Undergraduates.Mary E. Melville - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (4):4-4.
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  47.  27
    A defence of teaching general thinking skills.Steven Higgins & Vivienne Baumfield - 1998 - Journal of Philosophy of Education 32 (3):391–398.
    There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it is (...)
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  48.  27
    Transforming a Content-driven Chemistry Course to One Focused on Critical Thinking Skills Without Sacrificing Any Content.Ann van Heerden - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):31-36.
    This article chronicles the process used to transform a content-driven chemistry lab course into a course focused on developing critical-thinking skills. In general, the process described includes the following: 1) determining the needs of the students, 2) understanding the history of the course, 3) identifying some specific critical thinking skills that could be developed in the course, 4) considering how the skills can be taught developmentally, 5) defining criteria for the skills at different levels; (...)
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  49.  18
    Does it Make Sense to Teach History Through Thinking Skills?Pieter van Veuren - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (3):72-81.
  50.  9
    The Critical Advantage: Developing Critical Thinking Skills in School.William T. Gormley - 2017 - Harvard Education Press.
    In _The __Critical Advantage_, noted scholar and early childhood expert William T. Gormley, Jr. takes a wide-ranging look at the important role of critical thinking in preparing students for college, careers, and civic life. Drawing on research from psychology, philosophy, business, political science, neuroscience, and other disciplines, he offers a contemporary definition of critical thinking and its relationship to other forms of thinking, including creative thinking and problem solving. When defined broadly and taught early, he argues, (...)
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