著者紹介

目次

The Routledge Handbook of Research on Teaching Thinking  Contents: 1  Introduction: Teaching Thinking: The State of the Art.  Section 1: Theoretical perspectives on teaching thinking  Chapter 1: Teaching for Thinking: Ethical Reasoning  Chapter 2: How to improve thinking  Chapter 3: A history of teaching thinking and its theoretical underpinnings  Chapter 4: What does it mean to teach thinking in China? Challenging and developing notions of ‘Confucian Education’.  Chapter 5:  Teaching thinking as ideology  Chapter 6: Thinking-Based Teaching Theory and Practice  Chapter 7: There’s more to thinking than the intellect  Section 2: Approaches for teaching thinking  Chapter 8: Tools for Inquiry: the role of thinking skills approaches in developing pedagogy as theory  Chapter 9: Philosophy for Children: Short and long term effects.  Chapter 10: Becoming a questioner in a philosophy classChapter 11: Teaching for Successful Intellectual Styles  Chapter 12: Using an informed understanding of styles to enhance learning and teaching in 21st century learning environments  Chapter 14: Strategies for Developing Thinking Skills in EFL classrooms  Section 3: Developing creative thinking Chapter 15: Promoting creative concept formation  Chapter 16: Knowledge management and creativity in blended learning  Chapter 17: Developing creative problem solving skills using case based learning experiences  Chapter 18: Thinking Creatively Across the Lifespan  Chapter 19: How Chinese teachers understand creative education Section 4: Developing critical thinking and metacognition  Chapter 20:   A Metacognitively-Rich Pedagogy for Thinking Classrooms  Chapter 21: Using learning technologies to teach about self-regulation. Chapter 22: Thinking about metacognition improves thinking  Chapter 24: Metacognition in science education and its role in teaching higher-order thinking (HOT)  Chapter 25: Metacognitive learning environments  Section 5: The assessment of thinking  Chapter 26: How can we tell if they work?  Issues relating to research on the effectiveness of thinking skills programmes.  Chapter 27: Technology-Based Diagnostic Assessment of Thinking  Chapter 28: Creativity Assessment in School Curriculum – Possibilities and challenges Chapter 29: Assessing Creative Thinking: Practical Applications  Chapter 30: A Model for the Assessment of Rational Thought and its Potential Operationalization  Section 6: Teaching thinking in the context of teaching STEM subjects.  Chapter 31: The CASE for thinking through Science Education  Chapter 32: Teaching Higher Order Thinking through science education in Arab cultures.  Chapter 33: Teaching Mathematics Creatively  Chapter 34: Teaching Engineers to Think Creatively: Barriers and Challenges in STEM Disciplines  Chapter 35: Epistemic practices and thinking in science: fostering teachers' development in scientific argumentation  Section 7: Collaborative thinking and new technology  Chapter 36: A dialogic approach to teaching thinking with technology  Chapter 37: Interthinking  Chapter 38: Teaching collaborative thinking using systems science  Chapter 39: Enhancing Learning And Understanding Through Dialogic Ways Of Engagement   Chapter 40: Designing systems for teaching argumentative skills - the views of experts  Section 8: Neuro-educational research on teaching thinking  Chapter 41: Thinking Critically and Creatively about Educational Neuroscience on Critical and Creative Thinking  Chapter 42: Neuroscience and teaching for fluid intelligence.