Literaturnachweis - Detailanzeige
Autor/in | Kelly, Catherine A. |
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Titel | Gender and Inquiry: An Investigation into Identifying and Defining the Role of Inquiry in Higher-Order Thinking. |
Quelle | In: European Journal of Teacher Education, 22 (1999) 1, S.101-14Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0261-9768 |
Schlagwörter | Elementary Education; Elementary School Mathematics; Elementary School Science; Higher Education; Inquiry; Mathematics Education; Preservice Teacher Education; Science Education; Sex Differences; Student Attitudes; Student Teachers; Thinking Skills Elementarunterricht; Elementare Mathematik; Schulmathematik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Sex difference; Geschlechtsunterschied; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Denkfähigkeit |
Abstract | Investigated boys' and girls' perceptions of mathematical and scientific higher-order thinking, ways to identify higher order thinking's occurrence, and inquiry methods for developing it in elementary students and preservice teachers. Results indicated that both genders had similar perceptions about inquiry and approaches to higher-order thinking. Teachers' perspectives may be essential in enhancing children's inquiry and higher-order thinking. (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |