Discerning Student Thinking: A Practical Theoretical Framework for Recognising or Informally Assessing Different Ways of Thinking

Autor/in	Golding, Clinton
Titel	Discerning Student Thinking: A Practical Theoretical Framework for Recognising or Informally Assessing Different Ways of Thinking
Quelle	In: Teaching in Higher Education, 24 (2019) 4, S.478-492 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1491024
Schlagwörter	Thinking Skills; Critical Thinking; Reflection; Metacognition; Logical Thinking; Protocol Analysis; Inquiry; Questioning Techniques; Accuracy + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kritisches Denken; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Befragungstechnik; Fragetechnik
Abstract	We expect our students to learn different ways of thinking, such as historical empathy or scientific reasoning, reflection, critical analysis, or clinical reasoning. But how do we discern if they have learned these ways of thinking when thinking is often abstract, tacit and seemingly invisible? In this conceptual and theoretical article, I argue that we can discern any kind of thinking, however we define it, if we focus on the observable actions or thinking behaviours associated with that thinking. Based on this argument, I then offer a theoretical framework for teachers so they might recognise and informally assess the particular kind of student thinking they want to cultivate. This framework synthesises several important theories about how we learn to think, and distinguishes six general features a teacher might look for to be more discerning about any kind of thinking: visibility, complexity, frequency, flexibility, independence, and application of the thinking behaviours. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01