How to Use This Book:

The method of use depends on the purpose. Many readers will be interested in a limited number of theorists and will use the guide for reference purposes, perhaps in relation to student assignments. Others will be interested in a style of thinking or practice, such as critical thinking or instructional design, and can learn about a family or group of frameworks presented chronologically in one of the four main chapters (Chapters Three to Six). If the reader's purpose is to select one or more frameworks for professional use, they should read the first and seventh chapters in preparation and consider their suitability for a specific topic in the theoretical issues of the psychology of thinking and learning (Chapter Five). A quick reading of a selected number of summary tables will help the reader choose a small number of frameworks for more detailed study before making a final selection. The first two chapters are helpful for those who value clarity in the use of terminology and wish to make analytical comparisons of the frameworks. Chapter Two contains some clarifications on how to do this and encourages the reader to go beyond the current text and work with some depth.

Summary of the Book's Content:

• Chapter One: The Nature of Thinking and Its Skills: This introductory chapter provides a review describing and discussing the theories, models, and concepts that cognitive education is based on.
• Chapter Two: Lists, Groups, Taxonomies, and Frameworks: An explanation of the nature and function of methods for organizing fields of study with special attention to taxonomies, followed by a clarification of their application to different fields.
• Chapter Three: Frameworks for Instructional Design: A presentation of a group including the concepts of Bloom, Anderson, Gagne, Feuerstein, Biggs and Collis, and Krathwohl.
• Chapter Four: Frameworks for Productive Thinking: This chapter focuses on frameworks used to understand critical and productive thinking, including the concepts of de Bono, Halpern, Ennis, Lipman, and Paul, as well as the TRIZ theory of creative problem-solving.
• Chapter Five: Frameworks for Cognitive Construction and/or Growth: This group includes models of cognitive structure or development, a relatively diverse family that includes different approaches to analyzing the concept of intelligence.
• Chapter Six: Seven Comprehensive Frameworks: In terms of scope, covering personality, thinking, and learning.
• Chapter Seven: Transition from Understanding to Productive Thinking: Implications for Practice: This chapter examines how different taxonomies can guide and activate various forms of cognitive education.

Book Details:

• Page Count: 368
• Year of Publication: 2010
• Binding Type: Hardcover
• Edition Number: 2
• Print Color: Black
• Size (cm): 17x24
• Weight (kg): 0.700
• Barcode: 9789957064266