MARC Record from marc_nuls

LEADER: 05699cam 2200361 a 4500
001 9921958560001661
005 20150423141646.0
008 050427s2005 enka b 001 0 eng
015 $aGBA579481$2bnb
016 7 $a013296606$2Uk
020 $a0521848318 (hbk.)
020 $a0521612845 (pbk.)
024 3 $a9780521848312 (hbk.)
024 3 $a9780521612845 (pbk.)
035 $a(CSdNU)u267021-01national_inst
035 $a(OCoLC)61702421
035 $a(OCoLC)61702421
040 $aUKM$cUKM$dBAKER$dBWKUK$dOrPss
049 $aCNUM
050 4 $aLB1060$b.F69 2005
082 04 $a370.1523$222
245 00 $aFrameworks for thinking :$ba handbook for teaching and learning / $cDavid Moseley ... [et al.].
260 $aCambridge, UK ;$aNew York :$bCambridge University Press,$c2005.
300 $axvii, 358 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 319-348) and index.
505 0 $aSelection of frameworks -- Description and evaluation of individual frameworks -- Overview of what follows -- The nature of thinking and thinking skills -- Perspectives on thinking -- What is thinking? -- Psychological perspectives -- Sociological perspectives -- Philosophical perspectives -- Thinking skills in education -- Lists, inventories, groups, taxonomies and frameworks -- Bringing order to chaos -- Objects of study -- Utility -- Frameworks dealing with instructional design -- Time sequence of the instructional design frameworks -- Description and evaluation of the instructional design frameworks -- Bloom's taxonomy of educational objectives: cognitive domain -- Feuerstein's theory of mediated learning through Instrumental Enrichment -- Gagne's eight types of learning and five types of learned capability -- Ausubel and Robinson's six hierarchically-ordered categories -- Williams' model for developing thinking and feeling processes -- Hannah and Michaelis' comprehensive framework for instructional objectives -- Stahl and Murphy's domain of cognition taxonomic system -- Biggs and Collis' SOLO taxonomy: Structure of the Observed Learning Outcome -- Quellmalz's framework of thinking skills -- Presseisen's models of essential, complex and metacognitive thinking skills -- Merrill's instructional transaction theory -- Anderson and Krathwohl's revision of Bloom's taxonomy of educational objectives -- Gouge and Yates' ARTS Project taxonomies of arts reasoning and thinking skills -- Some issues for further investigation -- Frameworks dealing with productive thinking -- Time sequence of the productive-thinking frameworks -- Description and evaluation of productive-thinking frameworks -- Altshuller's TRIZ Theory of Inventive Problem Solving -- Allen, Feezel and Kauffie's taxonomy of concepts and critical abilities related to the evaluation of verbal arguments -- De Bono's lateral and parallel thinking tools -- Halpern's reviews of critical thinking skills and dispositions -- Baron's model of the good thinker -- Ennis' taxonomy of critical thinking dispositions and abilities -- Lipman's three modes of thinking and four main varieties of cognitive skill -- Paul's model of critical thinking -- Jewell's reasoning taxonomy for gifted children -- Petty's six-phase model of the creative process -- Bailin's intellectual resources for critical thinking -- Some issues for further investigation -- Frameworks dealing with cognitive structure and/or development -- Time sequence of theoretical frameworks of cognitive structure and/or development -- Description and evaluation of theoretical frameworks of cognitive structure and/or development -- Piaget's stage model of cognitive development -- Guilford's Structure of Intellect model -- Perry's developmental scheme -- Gardner's theory of multiple intelligences -- Koplowitz's theory of adult cognitive development -- Belenky's 'Women's Ways of Knowing' developmental model -- Carroll's three-stratum theory of cognitive abilities -- Demetriou's integrated developmental model of the mind -- King and Kitchener's model of reflective judgment -- Pintrich's general framework for self-regulated learning -- Theories of executive function -- Some issues for further investigation -- Seven 'all-embracing' frameworks -- Time sequence of the all-embracing frameworks -- Description and evaluation of seven all-embracing frameworks -- Romiszowski's analysis of knowledge and skills -- Wallace and Adams' 'Thinking Actively in a Social Context' (TASC) -- Jonassen and Tessmer's taxonomy of learning outcomes -- Hauenstein's conceptual framework for educational objectives -- Vermunt and Verloop's categorisation of learning activities -- Marzano's new taxonomy of educational objectives -- Sternberg's model of abilities as developing expertise -- Some issues for further investigation -- Moving from understanding to productive thinking: implications for practice -- Thinking, learning and teaching -- How are thinking skills classified? -- Using thinking skill frameworks -- Which frameworks are best suited to specific applications? -- Developing appropriate pedagogies -- Other applications of the frameworks and models -- In which areas is there extensive or widely accepted knowledge? -- In which areas is knowledge very limited or highly contested? -- Constructing an integrated framework.
650 0 $aLearning.
700 1 $aMoseley, David.
938 $aBaker & Taylor$bBKTY$c34.99$d34.99$i0521612845$n0006449327$sactive
938 $aBaker & Taylor$bBKTY$c80.00$d.00$i0521848318$n0006299569$sactive
949 $aLB 1060 .F69 2005$i31786102059174
994 $a92$bCNU
999 $aLB 1060 .F69 2005$wLC$c1$i31786102059174$d3/17/2013$e3/9/2013 $lCIRCSTACKS$mNULS$n7$rY$sY$tBOOK$u3/9/2006