EDUCATION AND LEARNING TO THINK -- Copyright -- Foreword -- Preface -- Contents -- INTRODUCTION -- HIGHER ORDER SKILLS: A WORKING DEFINITION AND A HISTORICAL PERSPECTIVE -- THE NATURE OF THINKING AND LEARNING: GOING BEYOND THE ROUTINE -- READING AS A HIGHER ORDER SKILL -- MEANING CONSTRUCTION IN MATHEMATICS -- GENERAL REASONING: IMPROVING INTELLIGENCE -- PAST RESEARCH -- CURRENT PROGRAMS FOR TEACHING HIGHER ORDER SKILLS -- Problem Solving in the Disciplines -- General Problem-Solving Skills -- Reading and Study Strategies -- Self-Monitoring Skills
Components of IntelligenceInformal Logic and Critical Thinking -- PROBLEMS OF ASSESSMENT: SOME GENERAL COMMENTS -- THINKING IN THE CURRICULUM -- EMBEDDING THINKING SKILLS IN ACADEMIC DISCIPLINES -- HIGHER ORDER APPROACHES TO THE ENABLING DISCIPLINES -- CULTIVATING THE DISPOSITION TO HIGHER ORDER THINKING -- SUMMARY AND CONCLUSIONS -- WHAT ARE HIGHER ORDER SKILLS? -- CAN HIGHER ORDER THINKING BE DIRECTLY TAUGHT? -- HOW SHOULD INSTRUCTION IN HIGHER ORDER THINKING BE ORGANIZED? -- References -- Appendix
Notes
"Committee on Mathematics, Science, and Technology Education, Commission on Behavioral and Social Sciences and Education, National Research Council."
Bibliography
Includes bibliographical references (pages 51-57)
Notes
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