Titlebook: Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Developme; Anat Zohar Book 20041st edition Spri

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Description of the TSC Projectampione, 1990; Bruer,1993; Burden & Williams, 1998; Carmichael, 1981; Chance, 1986; De Bono, 1985; Feurstein, Rand & Rynders, 1988; Greeno & Goldman, 1998; Halpern, 1992; Lipman, 1985; Nickerson, Perkins & Smith, 1985; Perkins, 1992; Paul, Binker, Martin, & Adamson, 1989; Resnick, 1987; Resnick & Kl

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Pedagogical Considerations in Teaching a Thinking Strategy as an Explicit Educational Goalnsiderations. This chapter describes how various pedagogical ideas are adapted for teaching the TSC microworlds learning activity. First, I will describe the salient features of this activity and their rationale. Then I will focus on students’ pre-instructional thinking strategies and on the teachin

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“To Know or Not to Know” — The Elusive Nature of Learning a Thinking Strategythey emphasize the significace of social and cultural aspecta of thinking and learning. The purpose of this chapter is to explore the complex relationships between teaching and learning with respect to thinking strategies.

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Teaching Thinking Skills and Science Knowledge: Two Competing or Two Complementary Goals?r order thinking appealed to many teachers, they were worried that “wasting” valuable time on teaching thinking might undermine their ability to achieve what they see as their main role as science teachers — to teach science contents. Such a concern does not fit current views about the nature of kno

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Assessing Students’ Reasoning Abilities Following the Implementation of the TSC Projectthe TSC learning activities, this chapter finally addresses the basic issue of whether the project had an effect on students’ reasoning abilities. Assessment of reasoning abilities is not an easy task. Traditional assessment that consists primarily of multiple choice tests often focuses on declarati

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Teachers’ Thinking in Previous Studies’ skills and dispositions. However, since the mid 1970’s (Halkes, 1986), investigators, armed with the new conceptual and methodological tools of cognitive science and interpretive research, have begun to examine the character and substance of teachers’ knowledge (Carter, 1990). Since then, research

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Teachers’ Knowledge about the Treatment of Students’ Wrong Answersr thinking. In reflective workshops teachers often brought up this issue as something they would like to discuss, because they felt it was crucial for the success of implementing the TSC project in their classroom. They also expressed the feeling that they do not posses satisfactory strategies for h

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