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ERIC Number: ED268386
Record Type: RIE
Publication Date: 1986
Pages: 29
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teaching for Workplace Success. Occasional Paper No. 113.
Champagne, Audrey
Following some years of eclipse by the basics, imparting thinking ability to students is once again emerging as the primary goal of public education. How to teach thinking skills, is, however, subject to question. For example, not only is the domain of the higher order skills broad and imprecisely specified, there is also considerable naivete in the public's perception of the conditions under which thinking skills are learned. In particular, recent legislative actions are based on unexamined assumptions about the conditions under which these skills are learned. In response to the reform rhetoric, many states have mandated increased science and mathematics requirements for all students for high school graduation. These requirements are based on the belief that reasoning, problem solving, and learning skills are best taught in these courses. However, there are concepts that educators should be aware of; for example, (1) not all students have the ability to attain higher order cognitive skills; (2) mathematics and science are not the only ways for teaching these skills; (3) high school is too late to begin teaching thinking skills; (4) experiences with physical systems play a considerable part in development of basic mental operations; (5) less able students need detailed instruction; and (6) rote performance is inferior to performance with understanding. It is important that educators keep these ideas in mind as they look for ways to teach thinking skills. Vocational education can play an important role in teaching these skills; science and mathematics are not the only way. (Several problem-solving examples are provided in this paper.) (KC)
National Center Publications, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210-1090 (OC113--$3.00)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Ohio State Univ., Columbus. National Center for Research in Vocational Education.