Improving Higher Order Thinking of Middle School Geography Students By Teaching Skills Directly.

Autor/in	Freseman, Richard D.
Titel	Improving Higher Order Thinking of Middle School Geography Students By Teaching Skills Directly.
Quelle	(1990), (121 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Classification; Comprehension; Creative Thinking; Critical Thinking; Decision Making; Deduction; Educational Research; Evaluative Thinking; Geography; Induction; Middle Schools; Practicum Papers; Problem Solving; Secondary Education; Skill Development; Social Studies; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Verstehen; Verständnis; Kreatives Denken; Kritisches Denken; Decision-making; Entscheidungsfindung; Deductive method; Deduktion; Deduktive Methode; Bildungsforschung; Pädagogische Forschung; Geografie; Induktion; Induktive Methode; Middle school; Mittelschule; Mittelstufenschule; Problemlösen; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	This document reports on a practicum experience on the improvement of thinking skills of middle school students. There has been much discussion in educational circles that mastery of higher- order thinking skills should be given greater attention in the public schools. A program of teaching thinking skills directly to grade seven geography classes was developed. The skills of organizing and summarizing, influencing through the use of analogies, and divergent thought using brainstorming techniques were taught in their own right and then applied to the content area of geography for enhancement. The project made use of newspaper articles to visualize and prioritize important facts and concepts, teacher-made analogies demonstrating a variety of relationships, and exercises that stressed divergent thinking as opposed to the traditional teaching method of convergence. The results of the practicum were generally positive. The students exhibited enthusiasm and interest in class discussions as well as involved parents at home. Evaluation instruments noted improvement in higher-order thinking ability as the project progressed, even though not every predicted percentage of success set by the practicum was met. A better understanding and appreciation for world geography was an added feature of this practicum. Five tables appear in this document, and there are 25 appendices. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01