How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
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7
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- Assessment Reform in Science: Fairness and Fear (Contemporary Trends and Issues in Science Education) by Benny B.H.W Yung in Back Matter
- Scientific Inquiry and Nature of Science: Implications for Teaching,Learning, and Teacher Education (Contemporary Trends and Issues in Science Education) by Lawrence Flick in Back Matter
- Critical Graphicacy: Understanding Visual Representation Practices in School Science (Contemporary Trends and Issues in Science Education) by Wolff-Michael Roth in Back Matter
- Modeling Theory in Science Education (Contemporary Trends and Issues in Science Education) by Ibrahim A. Halloun in Back Matter
- Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers (Contemporary Trends and Issues in Science Education) by Marc J. de Vries in Back Matter
See all 7 books citing this book
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