Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

Springer Science and Business Media LLC - Tập 37 Số 4 - Trang 353-369 - 2007
Miri Barak1, David Ben‐Chaim2, Uri Zoller2
1The Department of Education in Technology and Science, Technion-Israel Institute of Technology, Technion, Israel
2Faculty of Science and Science Education, University of Haifa-Oranim, Kiryat Tivon, Israel

Tóm tắt

Từ khóa


Tài liệu tham khảo

Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117–139.

Ben-Chaim, D., Ron, S., & Zoller, U. (2000). The disposition of eleventh-grade science students toward critical thinking. Journal of Science Education and Technology, 9(2), 149–159.

Bloom, B., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: David McKay.

Boddy, N., Watson, K., & Aubusson, P. (2003). A trial of the five Es: A referent model for constructivist teaching and learning. Research in Science Education, 33, 27–42, 2003.

Cobb, P. (1994). Constructivism in mathematics and science education. Educational Researcher, 23, 4.

de Bono, E. (1976). Teaching thinking. London: Penguin.

Dillon, J. (2002). Perspectives on environmental education-related research in science education. International Journal of Science Education, 24, 1111–1117.

Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5–12.

Elliott, B., Oty, K., McArthur, J., & Clark, B. (2001). The effect of an interdisciplinary algebra/science course on students’ problem solving skills, critical thinking skills and attitudes towards mathematics. International Journal of Mathematical Education in Science and Technology, 32(6), 811–816.

Ennis, R. H. (1985). The logical basis for measuring CT skills. Educational Leadership, 43(2), 44–48.

Ennis, R. R. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4–10.

Facione, P. A. (1990). The California Critical Thinking Skills Test (CCTST): Forms A and B; and the CCTST test manual. Millbrae, CA: California Academic.

Facione, P. A., & Facione, N. C. (1992). The California Critical Thinking Disposition Inventory (CCTDI). Millbrae, CA: California Academic.

Facione, P. A., & Facione N. C. (1994). The California Critical Thinking Skills Test-test manual. Millbrae, California: California Academic.

Facione, P. A., Facione, N. C., & Giancarlo, C. A. (1996). The California Critical Disposition Inventory-test manual. Millbrae, California: California Academic.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64–74.

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(9), 449–455.

Johnston, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 14–26.

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(1), 16–26.

Leou, M., Abder, P., Riordan, M., & Zoller, U. (2006). ‘Using HOCS-centered learning’ as a pathway to promote science teachers’ metacognitive development. Research in Science Education, 36(1–2), 69–84.

Linn, M. C. (2000). Designing the knowledge integration environment. International Journal of Science Education, 22(8), 781–796.

National Academy of Science (NAS) (1995). National Science Education Standards. Available online: http://books.nap.edu/html/nses/html/index.html .

National Research Council (NRC) (1996). National Science Education Standards-NSES. Washington, DC: National Academy.

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994–1020.

Paul, R. (1996). Critical thinking workshop handbook (pp. 7–8). Rohnert Park, CA: Centre for Critical Thinking, Sanoma State University.

Phillips, C. R., Chesnut, R. J., & Rospond, R. M. (2004). The California critical thinking instruments for benchmarking, program assessment, and directing curricular change. American Journal of Pharmaceutical Education, 68(4), Article 101. Available online: http://www.ajpe.org/aj6804/aj6804101/aj6804101.pdf .

Resnick, L. (1987). Education and learning to think. Washington, DC: National Academy.

Salomon, G., & Perkins, D. N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24(2), 113–142.

Schraw, G., Crippen, K. J., & Hartley, K. D. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139.

Ten Dam, G., & Volman, M. (2004). Critical thinking as a citizenship competence: teaching strategies. Learning and Instruction, 14(4), 359–379.

Tobin, K., & Fraser, B. J. (1989). Barriers to higher level cognitive learning in high school science. Science Education, 73, 659–682.

Tobin, K., Kahle, J., & Fraser, B. (1990). Windows into science classrooms: Problems associated with higher-level cognitive learning. London, UK: Falmer.

Tobin, K., Tippins, D. J., & Hook, K. S. (1994). Referents for changing a science curriculum: A case study of one teacher’s change in beliefs. Science Education, 3, 245–264.

Watson, G., & Glaser, E. (1980). Critical thinking appraisal manual. New York: Harcourt Brace Jovanovich.

Watts, M., Jofili, Z., & Bezerra, R. (1997). A case for critical constructivism and critical thinking in science education. Research in Science Education, 27(2), 309–322.

Wilks, S. (1995). Critical and creative thinking: Strategies for classroom inquiry. Armidale, NSW: Eleanor Curtain.

Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112–143.

Zohar, A. (2004). Higher order thinking in science classrooms: Students’ learning and teacher’ professional development. Dordrecht, The Netherlands: Kluwer.

Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low achieving students: Are they mutually exclusive? Journal of the Learning Sciences, 12(2), 145–183.

Zoller, U. (1993). Lecture and learning: Are they compatible? Maybe for LOCS; Unlikely for HOCS. Journal of Chemical Education, 70(3), 195–197.

Zoller, U. (1999). Teaching tomorrow’s college science courses – Are we getting it right? Journal of College Science Teaching, 29(6), 409–414.

Zoller, U. (2001). Alternative assessment as (critical) means of facilitating HOCS-promoting teaching and learning in chemistry education. Chemical Education Research and Practice in Europe, 2(1), 9–17 (an electronic publication).

Zoller, U., Ben-Chaim, D., Ron, S., Pentimalli, R., & Borsese, A. (2000). The disposition toward critical thinking of high school and university science students; An inter-intra Israeli–Italian study. International Journal of Science Education, 22(6), 571–582.

Zoller, U., Dori, Y., & Lubezky, A. (2002). Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students. International Journal of Science Education, 24(2), 185–203.