ERIC Number: ED279845
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Vocational Education and Higher Order Thinking Skills: An Agenda for Inquiry.
Thomas, Ruth G.; Litowitz, Len
A major focus in all areas of education today is the impact of education on students' ability to use higher order thinking skills. Understanding and improving the knowledge, cognitive abilities, and dispositions that guide, organize, and form effective action in the workplace, home, and community are significant problems for vocational education. This document provides an overview of educational and learning problems and reviews theory and research findings concerning the mechanisms by which people take in, process, store, combine, retrieve, and use information in directing, performing, and controlling operations, understanding and affecting situations, interpreting experience, identifying and solving problems, and making decisions and judgments. An agenda for inquiry is presented that reflects existing knowledge about higher order thinking, identifies potential ways of determining how and to what extent vocational education involves the application of higher order thinking skills, and leads to development of curricular and instructional models in vocational education that incorporate and develop higher order thinking. The inquiry agenda is divided into three interrelated parts. Part I concerns identifying and organizing problems and contexts central in vocational education. Part II concerns descriptions, documentation, and understanding of the knowledge, cognitive abilities, and dispositions required by the problems and contexts identified in Part I. Part III focuses on identifying, developing, and assessing curricular designs and instructional processes that facilitate development of the required knowledge, cognitive abilities, and dispositions. An outline of the inquiry agenda and 14 pages of references are provided in the appendix. (KC)
Publication Type: Opinion Papers
Education Level: N/A
Audience: Researchers; Policymakers
Authoring Institution: Minnesota Univ., St. Paul. Minnesota Research and Development Center for Vocational Education.