Titlebook: Developing Critical Thinking in EFL Classes; An Infusion Approach Yue Lin Book 2018 Springer Nature Singapore Pte Ltd. 2018 Language Learni

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https://doi.org/10.1057/9780230281257 al. 1998; Swartz and Parks 1994) which guide teachers in designing their own lessons were provided. Since then this approach has been adopted in many studies (Dewey and Bento 2009; Abrami et al. 2008; Kirkwood 2000), and the results reveal that infusion lessons are helpful and practical (for detail

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Energy, Climate and the Environmentore important to investigate the effectiveness of teaching critical thinking. Various results of empirical studies have provided evidence of the effectiveness of teaching thinking skills to students of all ages in the L1 classroom and in L2 classes at college level.

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Global Warming and Climate ChangeAvargil et al. 2012; Aizikovitsh-Udi and Amit 2011; Behar-Horenstein and Niu 2011; Popil 2011; Nagappan 2001; Swartz and Parks 1994). Thinking skills were included as learning goals in educational policy in England in 1999 (Qualifications and Curriculum Authority 1999), in Hong Kong in 2000 (Educati

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Domenico Rossetti di Valdalberoings of the study reflecting the impact of infusion lessons on critical thinking from three aspects: students’ perceptions of the effects on thinking, impacts on critical thinking dispositions and critical thinking performance. In this study, the quantitative and qualitative data were combined to al

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Global Warming: A Science Overview infusion lessons focused on both the development of thinking and the learning of language, it is also valuable to investigate their impact on the students’ writing. This chapter first explores the students’ perceptions of the effects on their writing, based on data obtained from the interviews and

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Greenhouse effect — water effecting and writing, it is worth exploring the students’ attitudes and perceptions concerning the lessons, of which the relevant results will be presented in this chapter based on the data collected from the self-evaluation questionnaires, the interviews and the post-intervention questionnaires of the i

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Impacts and Risks of Global Warmingnvestigated the effects of the lessons on the development of thinking, language learning and students’ attitudes and perceptions. In this, the final chapter of the book, the key findings of the study are reviewed, as well as its contributions and limitations. At the end of the chapter, suggestions f