A Method for Facilitating Abstract Thinking in the Classroom.

Autor/in	Handelsman, Mitchell M.
Titel	A Method for Facilitating Abstract Thinking in the Classroom.
Quelle	(1984), (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Abstract Reasoning; Classroom Techniques; Cognitive Development; College Students; Critical Thinking; Epistemology; Higher Education; Learning Strategies; Problem Solving; Productive Thinking + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Abstraktes Denken; Denken; Klassenführung; Kognitive Entwicklung; Collegestudent; Kritisches Denken; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Produktives Denken
Abstract	A technique to teach cognitive skills to directly facilitate abstract and rational thinking is described. Based on George Kelly's theory of personal constructs, his Role Construct Repertory Test has students construe similarities and differences among important course concepts rather than provide individual definitions or examples of those concepts. The test-taker is asked to construe three concepts, to determine how two are similar and different from the third. The similarity and contrast are then labeled as poles of the construct. An effective way to utilize this technique is to have students work in groups to construe several sets of three (or more) concepts. Through discussion, students first need to become familiar with involved concepts by actively seeking definitions and examples. Students will then share ideas about important features to be abstracted and constructs to be applied. Thus, students will be actively learning and using material. Rather than teach content and hope that students will somehow pick up abstract and relational thinking skills in an indirect fashion, this exercise facilitates the direct teaching of such skills. After the specific course content has been forgotten or has become obsolete, students will be able to continue using the skills they have learned. (Author/PN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC