Descriptor
Source
Journal of Developmental… | 9 |
Author
Elder, Linda | 9 |
Paul, Richard | 9 |
Publication Type
Journal Articles | 9 |
Opinion Papers | 6 |
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
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
Elder, Linda; Paul, Richard – Journal of Developmental Education, 2001
Urges education to help students learn through conceptual thinking. States that the first step must be to teach the subtleties of words--without a command of the language, important discriminations can be confused. Asserts that if students are to think well conceptually, surface language must dissolve, and alternative ways to communicate must be…
Descriptors: Higher Education, Language Proficiency, Language Usage, Learning Strategies
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 2000
Presents the first four of nine strategies that students can use to develop their critical thinking skills: using "wasted time" to practice critical thinking; choosing a problem at the beginning of each day to work on; developing a heightened awareness of universal intellectual standards; and writing journal entries each week that analyze…
Descriptors: Cognitive Development, Critical Thinking, Higher Education, Learning Strategies
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
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 1999
Advocates teaching critical thinking through showing students the logic of a subject. Uses one example of instruction in history that allows students to think their way through the logic of the subject rather than memorize bits and pieces of someone else's thought (never grasping its logic). (VWC)
Descriptors: Critical Thinking, History Instruction, Instructional Design, Instructional Innovation
Peer reviewed
Elder, Linda; Paul, Richard – Journal of Developmental Education, 2001
Argues that students should continuously question the purpose of their daily classroom activities and assignments. Explains that when students are required to consider purpose, they begin to develop important intellectual skills, and to bring relevance to their critical thinking and daily life. (NB)
Descriptors: Community Colleges, Critical Thinking, Evaluative Thinking, Learning Strategies