Thinking and Learning Skills

Volume 2: Research and Open Questions
Erscheinungsjahr 1985
ISBN: 978-0-89859-166-8
Verlag: Taylor & Francis Inc

Buch, Englisch, 666 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 1066 g

Reihe: Psychology of Education and Instruction Series

First Published in 1985, Currently, two streams of endeavor offer promise for improving school effectiveness in developing students’ higher cognitive capacities. One of these is represented by the increased interest of school districts, colleges, and universities in identifying ways to help their students build the cognitive skills that enable them to learn and think effectively. What can be done, they ask, beyond teaching the fundamentals of reading, writing, arithmetic, and subject-matter knowledge, to enable students to use their skills and knowledge for effective problem solving, reasoning, and comprehension? The second stream is apparent in recent scientific advances in the study of intelligence, human development, problem solving, the structure of acquired knowledge, and the skills of learning. This is volume two of a collection of conference papers based on this topic.

Autoren/Hrsg.

Chipman, S. F.

Segal, J. W.

Glaser, R.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Higher Cognitive Goals for Education: An Introduction; Introduction to Volume 2; Knowledge Acquisition; 1. Techniques Available to Author, Teacher, and Reader to Improve Retention of Main Ideas of a Chapter 2. Cognitive Coping Strategies and the Problem of “Inert Knowledge” 3. The Social Context and Socialization Variables as Factors in Thinking and Learning

Über Autor(innen)

S. F. Chipman, J. W. Segal (both National Institute of Education), R. Glaser (University of Pittsburgh)