Dimensions of thinking and cognitive instruction

목차 (Table of Contents)

• CONTENTS
• INTRODUCTION / Beau Fly Jones ; Lorna Idol = 1
• The Need for Teaching Thinking = 2
• The Context for Educational Reform = 3
• The Dimensions of Thinking Projects = 6
• The Organization of These Volumes = 7
• References = 11
• 1 HOW METACOGNITION CAN PROMOTE ACADEMIC LEARNING AND INSTRUCTION / Scott G. Paris ; Peter Winograd = 15
• Elusive Definitions and Fuzzy Concepts = 16
• New Perspectives on Metacognition = 20
• Judgments, Beliefs, and Choices = 26
• Metacognitive Dialogues : Sharing Knowledge to Guide Learning = 31
• Conclusions = 42
• References = 44
• 2 SELF-REGULATED COGNITION : INTERDEPENDENCE OF METACOGNITION, ATTRIBUTIONS, AND SELF-ESTEEM / John G. Borkowski ; Martha Carr ; Elizabeth Rellinger ; Michael Pressley = 53
• Metacognition Theory : The Interrelation of Cognition, Motivation, and Personality = 54
• Metacognitions and Attributions : Methodological Perspectives = 70
• Teaching and Motivating Strategy Use in the Classroom = 79
• Acknowledgments = 85
• References = 86
• 3 CONCEPTUALIZING / Herbert J. Klausmeier = 93
• The Nature of Concepts = 93
• Classical Theory = 98
• Prototype Theory = 99
• Theory of Concept Learning and Development = 102
• Design for Teaching Concepts = 114
• Preinstruction Analyses = 114
• Interactive and Focused Instruction = 121
• Powerful Enduring Effects of Focused Instruction = 129
• Summary = 130
• Acknowledgments = 131
• References = 131
• 4 DEVELOPING MEANINGFUL CONCEPTUAL UNDERSTANDING IN SCIENCE / Kathleen J. Roth = 139
• The Nature of "Meaningful Conceptual Understanding" in Science = 140
• Students' Difficulties in Achieving Meaningful Conceptual Understanding in Science Classrooms = 149
• Instruction for Meaningful Conceptual Understanding in Science : Promising Directions = 157
• Summary and Conclusions = 166
• References = 168
• 5 REASONING ABOUT COMMUNICATION AND COMMUNICATIVE SKILL / Susan L. Kline ; Jesse C. Delia = 177
• Individual and Developmental Differences in Person-Centered Communication = 178
• Rhetorical Reasoning, Person-Centered Message Practices, and Their Social Context of Development = 193
• A Concluding Note = 201
• References = 201
• 6 READING COMPREHENSION AS A DIMENSION OF THINKING / P. David Pearson ; Taffy E. Raphael = 209
• A Conceptual Framework for Comprehension = 212
• The Comprehension-Thinking Interface = 231
• References = 234
• 7 INDIVIDUALS AND ENVIRONMENTS IN WRITING INSTRUCTION / John R. Hayes = 241
• Factor 1 : Task Definition = 241
• Factor 2 : Perceptual Skills = 245
• Factor 3 : Spatial Aspects of Text = 247
• Factor 4 : The Physical Environment = 249
• Factor 5 : Cultural Context = 253
• Factor 6 : Social Context = 256
• The Skilled Learner = 259
• Conclusion = 260
• References = 261
• 8 MATHEMATICAL AND SCIENTIFIC PROBLEM SOLVING : FINDINGS, ISSUES, AND INSTRUCTIONAL IMPLICATIONS / Edward A. Silver ; Sandra P. Marshall = 265
• Knowledge for Problem Solving = 266
• Problem-Solving Processes = 273
• Meta-Level Aspects of Problem Solving = 277
• Problem Solving Experiences = 280
• Acknowledgments = 285
• References = 285
• 9 SCIENCE EDUCATION AND THE COGNITIVE PSYCHOLOGY OF SCIENCE / Ryan D. Tweney ; Bonnie J. Walker = 291
• Psycho-Logic of Science = 292
• Expert Knowledge in Science = 298
• Problem-Solving in Science = 303
• Conclusion = 306
• Acknowledgments = 306
• References = 307
• 10 TEACHER DECISION MAKING / Hilda Borko ; Richard J. Shavelson = 311
• Assumptions Underlying Research on Teacher Decision Making = 312
• Teacher Planning = 313
• Teacher's Interactive Decisions = 325
• Teachers' Decisions and Student Outcomes = 334
• A Cognitive Analysis of Teaching = 337
• Conclusion = 341
• References = 341
• 11 LEARNING STRATEGIES FOR ACQUIRING USEFUL KNOWLEDGE / Sharon J. Derry = 347
• What is a Learning Strategy? = 348
• Learning and Remembering Declarative Knowledge = 350
• Characteristics of Useful Declarative Knowledge = 353
• Learning Strategies for Useful Declarative Knowledge = 354
• Procedural Knowledge = 360
• Learning New Procedures = 363
• The Importance of Useful Procedural Knowledge = 366
• Learning Strategies for Acquiring Useful Procedural Knowledge = 367
• Autonomous Learning = 371
• Concluding Comments = 374
• Acknowledgments = 375
• References = 375
• 12 TEACHING THINKING AND CONTENT KNOWLEDGE : TOWARD AN INTEGRATED APPROACH / John D. Bransford ; Nancy Vye ; Charles Kinzer ; Victoria Risko = 381
• The Importance of Specific Knowledge = 382
• Additional Illustrations of the Role of Content Knowledge = 383
• Access and the Problem of Inert Knowledge = 385
• Facilitating Access = 390
• The Concept of Anchored Instruction = 394
• The Need to Deconceptualize = 399
• The Young Sherlock Project = 401
• Being a Detective Versus Learning Facts About a Detective = 402
• Evaluating Accuracy and Communicating Ideas = 404
• Writing Well-Formed Stories = 405
• Overview of Differences Between Experimental and Control Groups = 405
• Initial Data = 406
• Summary and Conclusions = 409
• Acknowledgments = 409
• References = 410
• 13 THE NATURE AND NURTURE OF CREATIVITY / David N. Perkins = 415
• Salieri's Syndrome = 415
• What is the Outer Nature of Creative Thinking? = 416
• What is the Inner Nature of Creative Thinking? = 417
• How Does Creative Thinking Relate to Exceptional Ability = 422
• Does Creative Thinking Develop with Maturation? = 423
• How Does Creative Thinking Relate to the Dimensions of Thinking? = 425
• Can We Test for Creativity? = 430
• Can Creative Thinking Be Taught? = 432
• Can Schools Foster Creative Thinking? = 435
• Agendas for Inquiry = 437
• Creative Thinking as an Evolving Phenomenon = 439
• References = 440
• 14 CRITICAL AND REFLECTIVE THINKING : A PHILOSOPHICAL PERSPECTIVE / Richard W. Paul = 445
• Philosophical and Unphilosophical Minds : Philosophy as a Mode of Thinking and a Framework for Thinking = 447
• Why Children Need to Think Philosophically = 449
• Values and Intellectual Traits = 458
• Differences Between the Traditions of Philosophy and Cognitive Psychology = 461
• The Skills and Process of Thinking = 470
• Philosophical and Critical Thinking = 473
• The Proof of the Pudding = 475
• The Philosophy-Based Approach to Teaching = 481
• Conclusion : Toward Rapprochement = 484
• References = 493
• 15 DIMENSIONS OF THINKING : A CRITIQUE / Raymond S. Nickerson = 495
• Purpose = 495
• References = 508
• CONCLUSIONS / Beau Fly Jones ; Lorna Idol = 511
• Multiple Knowledge Source = 513
• A Vision of Successful Learning = 518
• Thinking Instruction and Restructuring Schools = 524
• References = 531
• Author Index
• Subject Index