Frameworks for Thinking: A Handbook for Teaching and Learning

by David Moseley , Vivienne Baumfield , Julian Elliott , Steven Higgins , Jen Miller , Douglas P. Newton , Maggie Gregson

• ISBN13: 9780521612845
• ISBN10: 0521612845
• Format: Paperback
• Copyright: 2006-01-02
• Publisher: Cambridge University Press

Summary

This handbook focuses on the thinking processes necessary for learning. It provides descriptions and evaluations of 42 major frameworks including Bloom's taxonomy, de Bono's lateral and parallel thinking tools, Gardner's theory of multiple intelligences and Paul's model of critical thinking. Unique in its comprehensive coverage and interdisciplinary approach, it offers easy-to-grasp summary tables for each major theorist for speedy reference. The discussion of cognitive, emotional and social aspects of thinking and the nature of classification help the reader locate theories within a broader field of knowledge. Key concepts such as critical thinking, self-regulation and metacognition are examined from a range of perspectives. The handbook offers practical advice in the form of choices and recommendations for the use of frameworks in teaching, learning and assessment. A valuable tool for students needing to understand different ways of thinking it will also be an essential resource for teachers, curriculum developers, researchers and policy-makers.

Table of Contents

List of figures	ix
List of tables	x
Notes on authors	xii
Foreword	xv
Acknowledgments	xvii
Introduction	1	(1)
Selection of frameworks	2	(1)
Description and evaluation of individual frameworks	3	(1)
How to use this handbook	4	(1)
Overview of what follows	5	(3)
The nature of thinking and thinking skills	8	(25)
Perspectives on thinking	8	(2)
What is thinking?	10	(4)
Psychological perspectives	14	(2)
Sociological perspectives	16	(2)
Philosophical perspectives	18	(5)
Thinking skills in education	23	(10)
Lists, inventories, groups, taxonomies and frameworks	33	(11)
Bringing order to chaos	33	(1)
Objects of study	34	(5)
Utility	39	(2)
Examples	41	(1)
Conclusion	42	(2)
Frameworks dealing with instructional design	44	(75)
Introduction	44	(3)
Time sequence of the instructional design frameworks	47	(2)
Description and evaluation of the instructional design frameworks	49	(1)
Bloom's taxonomy of educational objectives: cognitive domain	49	(6)
Feuerstein's theory of mediated learning through Instrumental Enrichment	55	(7)
Gagne's eight types of learning and five types of learned capability	62	(5)
Ausubel and Robinson's six hierarchically-ordered categories	67	(4)
Williams' model for developing thinking and feeling processes	71	(4)
Hannah and Michaelis' comprehensive framework for instructional objectives	75	(4)
Stahl and Murphy's domain of cognition taxonomic system	79	(6)
Biggs and Collis' SOLO taxonomy: Structure of the Observed Learning Outcome	85	(5)
Quellmalz's framework of thinking skills	90	(4)
Presseisen's models of essential, complex and metacognitive thinking skills	94	(5)
Merrill's instructional transaction theory	99	(3)
Anderson and Krathwohl's revision of Bloom's taxonomy of educational objectives	102	(10)
Gouge and Yates' ARTS Project taxonomies of arts reasoning and thinking skills	112	(5)
Some issues for further investigation	117	(2)
Frameworks dealing with productive thinking	119	(66)
Introduction	119	(1)
Time sequence of the productive-thinking frameworks	120	(2)
Description and evaluation of productive-thinking frameworks	122	(1)
Altshuller's TRIZ Theory of Inventive Problem Solving	122	(6)
Allen, Feezel and Kauffie's taxonomy of concepts and critical abilities related to the evaluation of verbal arguments	128	(5)
De Bono's lateral and parallel thinking tools	133	(7)
Halpern's reviews of critical thinking skills and dispositions	140	(8)
Baron's model of the good thinker	148	(4)
Ennis' taxonomy of critical thinking dispositions and abilities	152	(5)
Lipman's three modes of thinking and four main varieties of cognitive skill	157	(7)
Paul's model of critical thinking	164	(6)
Jewell's reasoning taxonomy for gifted children	170	(4)
Petty's six-phase model of the creative process	174	(3)
Bailin's intellectual resources for critical thinking	177	(6)
Some issues for further investigation	183	(2)
Frameworks dealing with cognitive structure and/or development	185	(65)
Introduction	185	(2)
Time sequence of theoretical frameworks of cognitive structure and/or development	187	(2)
Description and evaluation of theoretical frameworks of cognitive structure and/or development	189	(1)
Piaget's stage model of cognitive development	189	(6)
Guilford's Structure of Intellect model	195	(5)
Perry's developmental scheme	200	(6)
Gardner's theory of multiple intelligences	206	(7)
Koplowitz's theory of adult cognitive development	213	(4)
Belenky's `Women's Ways of Knowing' developmental model	217	(4)
Carroll's three-stratum theory of cognitive abilities	221	(4)
Demetriou's integrated developmental model of the mind	225	(6)
King and Kitchener's model of reflective judgment	231	(4)
Pintrich's general framework for self-regulated learning	235	(8)
Theories of executive function	243	(5)
Some issues for further investigation	248	(2)
Seven `all-embracing' frameworks	250	(46)
Introduction	250	(1)
Time sequence of the all-embracing frameworks	251	(1)
Description and evaluation of seven all-embracing frameworks	252	(1)
Romiszowski's analysis of knowledge and skills	252	(7)
Wallace and Adams' `Thinking Actively in a Social Context' (TASC)	259	(7)
Jonassen and Tessmer's taxonomy of learning outcomes	266	(5)
Hauenstein's conceptual framework for educational objectives	271	(7)
Vermunt and Verloop's categorisation of learning activities	278	(4)
Marzano's new taxonomy of educational objectives	282	(8)
Sternberg's model of abilities as developing expertise	290	(5)
Some issues for further investigation	295	(1)
Moving from understanding to productive thinking: implications for practice	296	(23)
Overview	296	(1)
Thinking, learning and teaching	296	(1)
How are thinking skills classified?	297	(3)
Using thinking skill frameworks	300	(2)
Which frameworks are best suited to specific applications?	302	(2)
Developing appropriate pedagogies	304	(2)
Other applications of the frameworks and models	306	(2)
In which areas is there extensive or widely accepted knowledge?	308	(2)
In which areas is knowledge very limited or highly contested?	310	(2)
Constructing an integrated framework	312	(5)
Summary	317	(2)
References	319	(30)
Index	349