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Zusatztext The handbook chapters cover teaching thinking based upon critical thinking, stimulating interest and motivation, cognitive conflict, social construction, self-regulation and metacognition, application and transfer, creating good teaching contexts, teaching according to different aptitudes, and developing students’ creative capacity. Calvin S. Kalman, Science & Education: Contributions from the History, Philosophy and Sociology of Science and Mathematics. Informationen zum Autor Rupert Wegerif is a Professor of Education at the University of Exeter, UK. Li Li is a Senior Lecturer at the University of Exeter. UK. James C. Kaufman is a Professor of Educational Psychology at the Neag School of Education, University of Connecticut, USA. Klappentext The Routledge International Handbook of Research on Teaching Thinking provides a comprehensive guide to the current state of the art in research on teaching thinking. Across the world education for thinking is seen as the key to thriving in the Internet Age. The OECD suggest teaching thinking as key to growing a more successful economy! others claim it is needed for increased democratic engagement and for the well-being of individuals faced with the complexity of a globalised world. However there are questions about what we mean by thinking! how best to teach it and how best to access it. This book contains surveys Zusammenfassung The Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there are questions about what we mean by ‘thinking’, how best to teach it and how best to assess it, and it is these questions that this handbook explores and addresses. Containing surveys and summaries of international, cutting-edge research on every aspect of teaching thinking in a range of contexts, the handbook is thorough in its delivery, examining many different approaches and methods to help readers understand what teaching thinking is and how we can best take this movement forward. Key topics include: • Theoretical perspectives on teaching thinking • Approaches for teaching thinking • Developing creative thinking • Developing critical thinking and metacognition • The assessment of thinking • Teaching thinking in the context of STEM • Collaborative thinking and new technology • Neuro-educational research on teaching thinking This book is an essential guide for policy-makers, teachers and researchers who are interested in teaching thinking Inhaltsverzeichnis Introduction. Rupert Wegerif, Li Li, James C. Kaufman. Section 1: Theory, history and context of teaching thinking Teaching for Thinking: Ethical Reasoning. Robert J. Sternberg A Recent History of Teaching Thinking. Steve Higgins Teaching Thinking: An Ideological Perspective. Yoram Harpaz A Confucian perspective on teaching thinking in China. Li Li. There’s more to thinking than the intellect. Douglas P. Newton. Section 2: Approaches to teaching thinking Tools for Inquiry: the role of thinking skills approaches in developing pedagogy as theory. Vivienne Baumfield. How to improve thinking. P.N. Johnson-Laird Thinking-Based Classroom Teaching Theory and Practice in China. Weiping Wei. Philosophy for Children: Short and long term effects. K., J., Topping and S. Trickey. Teaching for Successful Intellectual Styles. Li-fang Zhang.<...
