Literaturnachweis - Detailanzeige
| Autor/inn/en | Heron, Marion; Palfreyman, David M. |
|---|---|
| Titel | Exploring Higher-Order Thinking in Higher Education Seminar Talk |
| Quelle | In: College Teaching, 71 (2023) 4, S.252-259 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Heron, Marion) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-7555 |
| DOI | 10.1080/87567555.2021.2018397 |
| Schlagwörter | Higher Education; Thinking Skills; Seminars; Persuasive Discourse; Tutors; Questioning Techniques; Metacognition; Rhetoric; Scaffolding (Teaching Technique) |
| Abstract | A key purpose of higher education seminars is to support higher-order thinking, yet empirical evidence of how this is evidenced and scaffolded in higher education remains scarce. Building on previous work on identifying rhetorical and linguistic devices for argumentation, we found that higher-order thinking can be evidenced through using metaphors, linking ideas to personal experiences and emotional connections. Findings also suggest that the types of tutor questioning can support (or not) how students evidence their claims and demonstrate higher-order thinking. We conclude with recommendations for practice including greater teacher and student metacognitive awareness of the features of quality seminar discourse. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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