Descriptor
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Journal of Developmental… | 7 |
Author
Elder, Linda | 7 |
Paul, Richard | 7 |
Publication Type
Journal Articles | 7 |
Opinion Papers | 4 |
Reports - Descriptive | 3 |
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Peer reviewed
Elder, Linda; Paul, Richard – Journal of Developmental Education, 2002
Focuses on three key ideas students need to understand in order to become master students: the importance of ideas or concepts in thinking, how to think within the ideas of a subject or discipline, and how to learn important ideas from textbooks. Makes suggestions to students, including creating a glossary of ideas learned in each course. (NB)
Descriptors: Community Colleges, Compensatory Education, Concept Formation, Developmental Studies Programs
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 2002
Argues that few students learn to think well within the disciplines and domains of knowledge and experience. Offers 18 ideas for students to utilize in order to become better critical thinkers and learners, including: (1) becoming an active learner; (2) becoming a questioner; and (3) looking for interconnections. First in a series of articles.…
Descriptors: Basic Skills, Community Colleges, Critical Thinking, Curriculum
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 2003
Third in a series of columns focusing on teaching students to think critically, this column provides three templates useful in helping students practice analyzing and assessing the logic of a text. Discusses how to analyze an article, essay, or chapter; comprehend the logic of a textbook; and evaluate an author's reasoning. (NB)
Descriptors: Community Colleges, Compensatory Education, Critical Thinking, Developmental Studies Programs
Peer reviewed
Elder, Linda; Paul, Richard – Journal of Developmental Education, 1997
Stresses the importance of questioning as a key element in the art of learning. Defines three types of questions: (1) multisystem, which considers more than one relevant viewpoint in thinking through a problem, issue, or question; (2) one-system, which can be tested with a multiple-choice format; and (3) no-system, which are matters of sheer…
Descriptors: Critical Thinking, Developmental Studies Programs, Higher Education, Learning Strategies
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 1999
Asserts that becoming adept at understanding the logic of subjects, issues, and questions is a competency that, once learned, becomes a foundation for highly skilled and practical teaching and learning. Promotes the model of teaching students to seek the logic of things through the logic of science. (VWC)
Descriptors: Critical Thinking, Developmental Studies Programs, Educational Change, Higher Education
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 2001
Suggests that there are three ways of taking in information: internalizing inert information, forming activated ignorance, or achieving activated knowledge. Explains that only activated knowledge leads the learner, by implication, to more knowledge, and that seeking the logic of things can lead to discovery of activated knowledge. (NB)
Descriptors: Cognitive Development, Community Colleges, Critical Thinking, Developmental Studies Programs
Peer reviewed
Elder, Linda; Paul, Richard – Journal of Developmental Education, 2002
Outlines the differences between inferences and assumptions in critical thinking processes. Explains that as students develop critical intuitions, they increasingly notice how their point of view shapes their experiences. (AUTH/NB)
Descriptors: Community Colleges, Critical Thinking, Developmental Studies Programs, Inferences