Contents
| List of figures |
page 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 |
| Gagné'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 |