The major purpose of this book is to introduce teachers (and by that the author means all types of teachers-classroom teachers, administrators, teacher aids, parents and coaches) to various individual and group thinking strategies related to specific questions and activities. This guide is a personal interpretation and critique of those strategies…

Ways in which to identify the correct problems to solve thereby avoiding the misappropriation of time, talent, and resources are presented. The text is divided into 3 parts: "The Foundation for Smart Thinking,""How to Solve the Right Problems," and "Systems Thinking for the Systems Age." The chapters under these headings are: Chapter 1, "The…

Discusses applications of the Problem Solving Inventory for counseling and managed health care, career and industrial/organizational issues, training, and academic performance. Examines the role of problem solving in psychological health and describes the inventory, how to administer it, and previous research findings. (RJM)

Presents results of study investigating cognitive strategies involved in the Kohs Block Design test. Reports that the study's purposes were to improve the distinction between syncretic and analytic strategies, match strategies with field dependence level, and assess metacognitive skills. Discusses findings of three strategies: syncretic, analytic,…

Its proponents argue that the important cognitive effect of service-learning is increasing political knowledge. In this article, I enumerate additional skills of political thinking relevant to a civically engaged service-learning curriculum in political science. These skills include helping students: 1) develop interest in politics, 2) learn what…

This paper presents a reasoning taxonomy to explain reasoning objectives, strategies, and habits available to the advanced thinker. It begins by explaining the first part of the taxonomy, objectives of reasoning, including the need for skilled thinkers to reason with a purpose and to understand how the world works so that they can engage with it.…

Students (n=107) in grades 4-6 were administered tests of evaluative ability and divergent thinking. Results indicated that evaluative abilities can be reliably assessed and that there was a significant relationship between divergent thinking and evaluative skill. The evaluative measures were negatively correlated with intelligence test scores.…

The relationship between argumentation and informal reasoning is discussed, followed by a consideration of instructional factors that influence argumentation performance. An account of one expert student reasoner is provided. Instruction in argumentation is reviewed, and suggestions are made for argumentation based on classroom experience. (SLD)

Suggests teaching modes of thought other than the scientifically based theoretical mode. Urges teaching students to nurture practical thinking. Describes a case study of a program of Israel studies in Israelis Jewish schools that includes a variety of disciplines. Offers a plan for monthly conferences organized by students with assistance from…

Presents strategies that students can use to evaluate information and recommends ways to integrate them into the curriculum. Highlights include evaluation as a critical thinking skill; current research about the evaluation process of sophisticated information users; and recommendations for school library media practice based on theoretical and…

A review of the critical thinking literature reveals that there is growing interest in developing instructional strategies to develop students' critical thinking skills and dispositions. This paper reviews the research literature regarding the nature of critical thinking in the following areas: (1) differences in the conceptualization of critical…

A parent of a gifted preteen discusses how parents can promote critical thinking in their gifted adolescents. Parents are urged to focus three levels of cognition where critical thinking is believed to take place: analysis, synthesis, and evaluation. Examples of positive interactions and questioning techniques are provided. (Contains 1 reference.)…

Comments that multiple-choice tests are objective, test some knowledge, and are easy to grade, but often ask for little more than rote recall. Offers a structure for multiple-choice questions that require evaluative thinking skills as well as knowledge of the facts. Includes discussion of objectivity, preparation, and memorization. (DK)

Two studies examined abstract conditional reasoning. Findings indicated an increase in use of formal justifications with grade, and that abstract reasoning was facilitated by realistic context. Findings supported the idea that such reasoning may represent a qualitative change in reasoning abilities and that its development relies on appropriate…

Describes the assessment of students' problem-solving skills through the use of short case scenarios about which students are asked to make essential decisions. Discusses strategies for selecting essential decisions, writing cases carefully, and selecting appropriate question formats. (Contains 12 references.) (Author/WRM)