Moseley, D. and Baumfield, V. and Elliott, J. and Gregson, M. and Higgins, S. and Miller, J. and Newton, D. P. (2005) 'Frameworks for thinking : a handbook for teaching and learning.', Cambridge: Cambridge University Press.
This handbook focuses on the thinking processes necessary for learning. It provides descriptions and evaluations of 42 major frameworks including Bloom¿s taxonomy, de Bono¿s lateral and parallel thinking tools, Gardner¿s theory of multiple intelligences and Paul¿s model of critical thinking. Unique in its comprehensive coverage and interdisciplinary approach, it offers easy-to-grasp summary tables for each major theorist for speedy reference. The discussion of cognitive, emotional and social aspects of thinking and the nature of classification help the reader locate theories within a broader field of knowledge. Key concepts such as critical thinking, self-regulation and metacognition are examined from a range of perspectives. The handbook offers practical advice in the form of choices and recommendations for the use of frameworks in teaching, learning and assessment. A valuable tool for students needing to understand different ways of thinking it will also be an essential resource for teachers, curriculum developers, researchers and policy-makers. ¿ Uniquely comprehensive coverage of key frameworks for thinking with easy-to-use summary tables ¿ Multidisciplinary approach promotes critical thinking ¿ Practical approach and advice useful to students, teachers, curriculum developers and policy makers.
|Additional Information:||Sample chapter deposited. Chapter 1: 'The nature of thinking and thinking skills', pp.8-32.|
|Full text:||(VoR) Version of Record|
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|Publisher Web site:||http://dx.doi.org/10.2277/0521848318|
|Date accepted:||No date available|
|Date deposited:||12 July 2010|
|Date of first online publication:||2005|
|Date first made open access:||No date available|
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