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Frameworks for Thinking: A Handbook for Teaching and Learning »
Authors: David Moseley, Julian Elliott, Vivienne Baumfield
ISBN-13: 9780521848312, ISBN-10: 0521848318
Format: Hardcover
Publisher: Cambridge University Press
Date Published: January 2006
Edition: (Non-applicable)
Author Biography: David Moseley
Book Synopsis
Provides descriptions and evaluations of 42 major frameworks for thinking with easy-to-grasp summary tables.
Table of Contents
| List of figures | ix | |
| List of tables | x | |
| Notes on authors | xii | |
| Foreword | xv | |
| Acknowledgments | xvii | |
| Introduction | 1 | |
| Selection of frameworks | 2 | |
| Description and evaluation of individual frameworks | 3 | |
| How to use this handbook | 4 | |
| Overview of what follows | 5 | |
| 1 | The nature of thinking and thinking skills | 8 |
| Perspectives on thinking | 8 | |
| What is thinking? | 10 | |
| Psychological perspectives | 14 | |
| Sociological perspectives | 16 | |
| Philosophical perspectives | 18 | |
| Thinking skills in education | 23 | |
| 2 | Lists, inventories, groups, taxonomies and frameworks | 33 |
| Bringing order to chaos | 33 | |
| Objects of study | 34 | |
| Utility | 39 | |
| Examples | 41 | |
| Conclusion | 42 | |
| 3 | Frameworks dealing with instructional design | 44 |
| Introduction | 44 | |
| Time sequence of the instructional design frameworks | 47 | |
| Description and evaluation of the instructional design frameworks | 49 | |
| Bloom's taxonomy of educational objectives: cognitive domain | 49 | |
| Feuerstein's theory of mediated learning through Instrumental Enrichment | 55 | |
| Gagne's eight types of learning and five types of learned capability | 62 | |
| Ausubel and Robinson's six hierarchically-ordered categories | 67 | |
| Williams' model for developing thinking and feeling processes | 71 | |
| Hannah and Michaelis' comprehensive framework for instructional objectives | 75 | |
| Stahl and Murphy's domain of cognition taxonomic system | 79 | |
| Biggs and Collis' SOLO taxonomy: Structure of the Observed Learning Outcome | 85 | |
| Quellmalz's framework of thinking skills | 90 | |
| Presseisen's models of essential, complex and metacognitive thinking skills | 94 | |
| Merrill's instructional transaction theory | 99 | |
| Anderson and Krathwohl's revision of Bloom's taxonomy of educational objectives | 102 | |
| Gouge and Yates' ARTS Project taxonomies of arts reasoning and thinking skills | 112 | |
| Some issues for further investigation | 117 | |
| 4 | Frameworks dealing with productive thinking | 119 |
| Introduction | 119 | |
| Time sequence of the productive-thinking frameworks | 120 | |
| Description and evaluation of productive-thinking frameworks | 122 | |
| Altshuller's TRIZ Theory of Inventive Problem Solving | 122 | |
| Allen, Feezel and Kauffie's taxonomy of concepts and critical abilities related to the evaluation of verbal arguments | 128 | |
| De Bono's lateral and parallel thinking tools | 133 | |
| Halpern's reviews of critical thinking skills and dispositions | 140 | |
| Baron's model of the good thinker | 148 | |
| Ennis' taxonomy of critical thinking dispositions and abilities | 152 | |
| Lipman's three modes of thinking and four main varieties of cognitive skill | 157 | |
| Paul's model of critical thinking | 164 | |
| Jewell's reasoning taxonomy for gifted children | 170 | |
| Petty's six-phase model of the creative process | 174 | |
| Bailin's intellectual resources for critical thinking | 177 | |
| Some issues for further investigation | 183 | |
| 5 | Frameworks dealing with cognitive structure and/or development | 185 |
| Introduction | 185 | |
| Time sequence of theoretical frameworks of cognitive structure and/or development | 187 | |
| Description and evaluation of theoretical frameworks of cognitive structure and/or development | 189 | |
| Piaget's stage model of cognitive development | 189 | |
| Guilford's Structure of Intellect model | 195 | |
| Perry's developmental scheme | 200 | |
| Gardner's theory of multiple intelligences | 206 | |
| Koplowitz's theory of adult cognitive development | 213 | |
| Belenky's 'Women's Ways of Knowing' developmental model | 217 | |
| Carroll's three-stratum theory of cognitive abilities | 221 | |
| Demetriou's integrated developmental model of the mind | 225 | |
| King and Kitchener's model of reflective judgment | 231 | |
| Pintrich's general framework for self-regulated learning | 235 | |
| Theories of executive function | 243 | |
| Some issues for further investigation | 248 | |
| 6 | Seven 'all-embracing' frameworks | 250 |
| Introduction | 250 | |
| Time sequence of the all-embracing frameworks | 251 | |
| Description and evaluation of seven all-embracing frameworks | 252 | |
| Romiszowski's analysis of knowledge and skills | 252 | |
| Wallace and Adams' 'Thinking Actively in a Social Context' (TASC) | 259 | |
| Jonassen and Tessmer's taxonomy of learning outcomes | 266 | |
| Hauenstein's conceptual framework for educational objectives | 271 | |
| Vermunt and Verloop's categorisation of learning activities | 278 | |
| Marzano's new taxonomy of educational objectives | 282 | |
| Sternberg's model of abilities as developing expertise | 290 | |
| Some issues for further investigation | 295 | |
| 7 | Moving from understanding to productive thinking: implications for practice | 296 |
| Overview | 296 | |
| Thinking, learning and teaching | 296 | |
| How are thinking skills classified? | 297 | |
| Using thinking skill frameworks | 300 | |
| Which frameworks are best suited to specific applications? | 302 | |
| Developing appropriate pedagogies | 304 | |
| Other applications of the frameworks and models | 306 | |
| In which areas is there extensive or widely accepted knowledge? | 308 | |
| In which areas is knowledge very limited or highly contested? | 310 | |
| Constructing an integrated framework | 312 | |
| Summary | 317 | |
| References | 319 | |
| Index | 349 |
Subjects
Education & Teaching
Educational Theory, Research & History Psychology of Education
Education & Teaching Learning Learning
Nonfiction All Nonfiction Education - General & Miscellaneous
Educational Theory, Research & History Psychology of EducationEducation & Teaching
Learning LearningNonfiction
All Nonfiction Education - General & Miscellaneous
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