ERIC Number: ED454035
Record Type: RIE
Publication Date: 1999-Dec
Teaching Thinking Skills: Mapping the Arguments for Curriculum Choices Revisited.
Jones, H. E. Melville; Haynes, B. T.
This paper explores the teaching of thinking through description and analysis of the infusion approach as exemplified in the work of Robert Swartz, David Perkins, and Sandra Parks. After consideration of a substantive contentious issue raised by the analysis, the logic of curriculum decision-making in relation to the choice of ways of teaching thinking is considered. A way of discussing the exemplar is explored along with a view to the possibility of applying the same approach to discussing two other ways of teaching thinking skills: critical thinking and critical thinking within the subject disciplines (the framework approach). Analysis reveals a substantive contentious issue that may help shed light on the issues to be considered in establishing the logic of curriculum decision making. What remains to be seen is whether this connection is informative in relation to mapping the arguments for curriculum choices, and whether a similar approach can be used in considering other ways of teaching thinking skills. (ASK)
Descriptors: Critical Thinking, Curriculum Development, Elementary Secondary Education, Mathematics Education, Teaching Methods, Thinking Skills
For full text: http://www.aare.edu.au/99pap/mel99174.htm.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the combined Annual Meeting of the Australian Association for Research in Education and the New Zealand Association for Research in Education (Melbourne, Australia, November 29-December 2, 1999).