NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ804772
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1365-4802
To Think or Not to Think: A Preliminary Investigation into the Effects of Teaching Thinking
Simister, Jane
Improving Schools, v7 n3 p243-254 2004
Opinion may be unnecessarily divided as to whether it is possible to teach skills such as critical and creative thinking as subjects in their own right or whether students would more usefully develop such skills within the context of their curriculum subjects. A study was undertaken into the effects of teaching a 25-lesson "thinking skills" syllabus to a group of Year 5 pupils. The results suggested that pupils' curiosity, inventiveness, discussion skills, ability to think laterally about given situations, and understanding of the decision-making process can all be enhanced through specific skills teaching. This would imply that a longer-term programme could have a significant impact. A two-pronged approach is proposed, where thinking skills--rather like reading and writing--are taught initially in a child friendly, exam-free context and then are integrated throughout the curriculum.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A