Cognitive Modification as Intervention for Increasing Basic Skills in Classroom Planning and Teaching.

Autor/in	Sunal, Dennis W.
Titel	Cognitive Modification as Intervention for Increasing Basic Skills in Classroom Planning and Teaching.
Quelle	(1988), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Cognitive Processes; Critical Thinking; Decision Making; Formal Operations; Higher Education; Logical Thinking; Preservice Teacher Education; Schemata (Cognition); Teacher Effectiveness + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Cognitive process; Kognitiver Prozess; Kritisches Denken; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Cognition; Schema; Kognition; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	One formal operational schema, hypothetical-deductive reasoning, is seen as most important to effective decisionmaking in planning and carrying out classroom lessons. While it is clear that formal thought schema are widely used in teaching, it is also understood that these reasoning schema are themselves dependent upon the more fundamental cognitive processes. Prerequisite development includes, among other foundation processes, information processing skills which facilitate predecision actions through more efficient or increased sensitivity, receptivity, and use of internal and external stimuli. The problem investigated in this study was to determine the effects of intervention training in cue attendance on preservice teacher performance in observing details, asking questions, constructing alternative hypotheses, analysis of classroom teaching, and planning and teaching a classroom content unit. Included in the intervention instruction and in the dependent variables were detail attendance, information search questions, hypothesis generation, and designing strategies for hypothesis testing. Results of the study supported the hypothesis that teacher education courses focusing, at least partially, on prerequisite cognitive processes can increase teaching effectiveness. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC