Educators agree that critical thinking should not be just another
educational option, but an indispensable part of education. Yet,
the debate surrounding the construct and teaching of critical
thinking raises two fundamental questions, namely: (1) What are the
cognitive processes that underlie critical thinking? and (2) Should
the teaching of critical thinking be general or contextualized? The
focus of this book will be the examination of such fundamental
questions. In particular, the author undertakes an empirical
investigation to (a) examine the cognitive structure of critical
thinking by investigating possible relationships among critical
thinking, general thinking skills, dispositions, and epistemic
beliefs, and (b) investigate the effects of the General, the
Infusion, and the Immersion teaching approaches on learners'
critical thinking performance. The findings would be valuable to
those who are interested in promoting critical thinking in their
classrooms, and academics and college students who are interested
in the subject of critical thinking.
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!