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

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Yes, you can access The Routledge International Handbook of Research on Teaching Thinking by Rupert Wegerif, Li Li, James C. Kaufman in PDF and/or ePUB format, as well as other popular books in Éducation & Éducation générale. We have over one million books available in our catalogue for you to explore.

Information

Publisher

Routledge

Year

2015

ISBN

9781317752295

Edition

Topic

Éducation

Subtopic

Éducation générale

Subject index

abstraction 92, 98, 100, 430

accountability 67, 149, 208, 209, 306, 324, 337, 470

ACTS (Activating children’s thinking skills) 23, 26, 74, 75, 76, 295, 303

ADHD (Attention-Deficit/Hyperactivity Disorder) 125, 126, 131, 132, 133, 134, 135, 136

ADHD symptoms 126, 131, 132, 133

adolescents 135, 287, 310, 313, 327, 394, 419, 422

adult education 213, 220, 222, 225

agency 139, 145, 163, 165, 264

argumentation 391, 395, 398, 466

argumentation in science education 398, 399, 401

assessment: dynamic 20, 27, 28; educational 72, 78, 252, 340, 455; formative 73, 77, 332

assessment instruments 214, 322, 348

assessment of thinking 4, 289, 311

assessment processes 146, 147, 339, 340

assessment tool 338, 342

authentic assessments 144, 147, 338, 339

blended learning 191, 192, 194, 195, 196, 197, 199, 200

CA (cognitive acceleration) 4, 18, 22, 28, 43, 44, 90, 109, 122, 123, 134, 179, 199, 200, 210, 252, 279, 287, 294, 304, 313, 325, 326, 328, 329, 341, 3...

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Contributors
Introduction
SECTION I Theory, history and context of teaching thinking
SECTION II Approaches to teaching thinking
SECTION III Creativity and creative thinking
SECTION IV Critical thinking and metacognition
SECTION V The assessment of thinking
SECTION VI Teaching thinking in STEM subjects
SECTION VII Teaching thinking through collaboration and new technology
Author index
Subject index