MTU Cork Library Catalogue

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Frameworks for thinking : a handbook for teaching and learning / David Moseley, Vivienne Baumfield, Julian Elliott, Maggie Gregson, Steven Higgins, Jen Miller and Douglas P. Newton.

By: Moseley, David, 1939- [author].
Contributor(s): Baumfield, Viv [author] | Elliott, Julian, 1955- [author] | Gregson, Margaret [author] | Higgins, Steven [author] | Miller, Jennifer [author] | Newton, Douglas P [author].
Material type: materialTypeLabelBookPublisher: Cambridge : Cambridge University Press, 2005Copyright date: ©2005Description: xvii, 358 pages : illustrations ; 24 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9780521612845 (paperback).Subject(s): Learning | TeachingDDC classification: 370.1523
Contents:
Introduction -- The nature of thinking and thinking skills -- Lists, inventories, groups, taxonomies and frameworks -- Frameworks dealing with instructional design -- Frameworks dealing with productive thinking -- Frameworks dealing with cognitive structure and/or development -- Seven 'all-embracing frameworks -- Moving from understanding to productive thinking: implication for practice.
Holdings
Item type Current library Call number Status Notes Date due Barcode Item holds
General Lending MTU Bishopstown Library Lending 370.1523 (Browse shelf(Opens below)) Available CIT Module EDUC 9038 - Core reading. 00218555
Total holds: 0

Enhanced descriptions from Syndetics:

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.

Includes bibliographical references (pages 319-348) and index.

Introduction -- The nature of thinking and thinking skills -- Lists, inventories, groups, taxonomies and frameworks -- Frameworks dealing with instructional design -- Frameworks dealing with productive thinking -- Frameworks dealing with cognitive structure and/or development -- Seven 'all-embracing frameworks -- Moving from understanding to productive thinking: implication for practice.

CIT Module EDUC 9038 - Core reading.

Table of contents provided by Syndetics

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

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