Education for Thinking

By Gardner Dunnan. Teachers College Record, 2006

367 citations recorded by the source corpus.

Professors who teach these courses repeatedly are never the same individuals who begin the course no matter how many times it is taught. This is especially true if one heeds the advice and recommendations offered by the authors. Through the authors' own classroom stories, the reader becomes sensitively aware of the anxiety endured as students struggle to understand their own identities and the impact these identities have on others. For practitioners engaged in multicultural work, Peters-Davis and Shultz's collaborative work offers strategies that, if implemented in classrooms across all disciplines, have the potential for fostering cross-cultural dialogue, mutual respect, and understanding across the educational community. It is clear that dialogue about these topics must be ongoing until we-as individuals, professors, and overseers of content within our discipline-are able to discuss them with ease, without blame or victimization. When we can do this, we can facilitate personal growth on these issues within each other. That specifically is why this book is so insightful and necessary for my colleagues in all disciplines of the academy to read.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/16ebd6e7585764221dc953aefafb0afd9cb245bd

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Citations in the corpus

Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence (2013, background): “Argumentation skills are demanding of cognitive resources, and they are unlikely to be employed unless those capable of them are disposed to do so because they understand and appreciate their value (Kuhn, 2005, 2009; Kuhn et al., 2010).”
‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making (2012, background): “For example, Kuhn (1991, 1993, 2005) concluded amongst others that: most people tend to be certain of their theories; even people who base their theories on pseudoevidence believe that what they are saying is indeed genuine evidence; people tend to reason better on the subjects for which they have…”
Reasoning Serves Argumentation in Children (2011, neutral): “ All of these results may seem to be at odds with the message of many psychologists and educators that urge for more teaching of argumentive skills (Kuhn, 2005; Perkins, Farady, & Bushey, 1991).”
Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009, background): “Kuhn (2005) argues that teaching for the enhancement of higher order thinking skills is essential for equipping students to participate in and contribute to modern democratic societies.”
Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests (2013, background): “This research suggests that effective teachers use the core concepts of their disciplines to guide them in providing deep, engaging learning experiences that require students to use knowledge in meaningful, real-world ways (Bransford, Brown, & Cocking, 2000; Darling-Hammond et al., 2008; Kuhn, 2005;”
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, background): “, Andriessen, Baker, & Suthers, 2003; Aufschnaiter, Erduran, Osborne, & Simon, 2008; Jiménez-Aleixandre & Pereiro-Muñoz, 2002; Zohar & Nemet, 2002), in which conceptual understanding and learning emerge as a natural result of an argumentative intervention, and the learning-to-argue approach (e.g., K”
Heuristics and Biases as Measures of Critical Thinking: Associations with Cognitive Ability and Thinking Dispositions (2008, neutral): “Many theorists view critical thinking as a subspecies of rational thinking or at least as closely related to rational thinking (Kuhn, 2005; Moshman, 2004, 2005, in press; Reyna, 2004; Siegel, 1988, 1997).”
A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning (2012, background): “Is there evidence that they distinguish between their belief of what a novel claim means and the evidence for it (Kuhn, 1991, 1993, 2005)?”
Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008, background): “…by now been widely recognized that epistemological understanding has both broad and specific implications for academic performance (Buehl & Alexander, 2005; Kuhn, 1991, 2005; Mason & Boscolo, 2004) as well as performance outside of academic contexts (Kuhn, Weinstock, & Flaton, 1994; Moshman, 2005).”
Defining and Teaching Evaluative Thinking (2015, background): “For example, education researchers focused on cognition refer to something called ‘‘evaluativist’’-level thinking (Kuhn, 2005; Kuhn, Cheney, & Weinstock, 2000).”
What Needs to Develop in the Development of Inquiry Skills? (2008, methodology): “Students need to engage their skills on a regular basis, as they gradually gain stronger command of them at both the performance level and the meta-level (Kuhn, 2001a, 2005; White & Frederiksen, 2005).”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “…particular, although there has been a lot of work performed on how to stimulate counterargumentation (Andriessen, 2006; Nussbaum & Kardash, 2005; D. Kuhn, 2005), critical questioning is another powerful tool that can be taught to students for generating counterargument (Nussbaum & Edwards, in…”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “E-mail: nussbaum@unlv.nevada.edu from both social and cognitive perspectives (Anderson et al., 2001; Kuhn, 2005).”
Epistemological understanding and the development of intellectual values (2005, background): “Elsewhere (Kuhn, 2005), one of us spells out in more detail the proposal that from an early age students must be involved in the kinds of intellectual activities (notably inquiry and argument) whose value and power become self-evident as they are engaged.”
The Emergence of Scientific Reasoning (2012, neutral): “developed and practiced (Kuhn, 2005).”