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It is essential that middle- and high-school students develop
argument skills. This rich resource provides a clear, step-by-step
approach that achieves this goal. The method is rooted in peer
dialog and makes use of readily available technology. The authors
document impressive gains in students' skills in producing and
interpreting both dialogic and written arguments. The method can be
used in English or content-area classes, or even be implemented as
a stand-alone class or as part of a debate program. This curriculum
helps students become critical thinkers prepared for the demands of
college, careers, and citizenship. Book Features: Background on why
students should develop argument skills and what these skills
consist of The nuts and bolts of how to implement the curriculum in
your own classroom Alignments to the Common Core State Standards
and Next Generation Science Standards Accessible video material
showing both teacher's instructions and students' activities
Samples of students' written work Assessment tools that you can use
or modify to fit your own needs An appendix with additional guides,
examples, suggested topics, and classroom-ready reproducibles. New
to the second edition is a chapter on how you can incorporate this
approach into an existing curriculum if you are unable to implement
the full program.The techniques are designed to be flexible and
adaptable, and work with students of all ability levels-especially
with those who are less motivated and engaged in school. This
enhanced edition is also accompanied by free bonus eResources, such
as suggested readings on different topics and full lesson plans,
which you can download and print from our website,
www.routledge.com/9781138911406.
How is existing knowledge reconciled with new information in the
mind of a young child, as compared to that of a more sophisticated
thinker?
Development of Scientific Thinking Skills explores a new framework
for the conceptualization of changes in the strategies of inductive
reasoning from middle childhood to adulthood.
Key Features
* Cognitive development
* Thinking skills
* Scientific thinking
* Evidence evaluation
* Theory Revision
It is essential that middle- and high-school students develop
argument skills. This rich resource provides a clear, step-by-step
approach that achieves this goal. The method is rooted in peer
dialog and makes use of readily available technology. The authors
document impressive gains in students' skills in producing and
interpreting both dialogic and written arguments. The method can be
used in English or content-area classes, or even be implemented as
a stand-alone class or as part of a debate program. This curriculum
helps students become critical thinkers prepared for the demands of
college, careers, and citizenship. Book Features: Background on why
students should develop argument skills and what these skills
consist of The nuts and bolts of how to implement the curriculum in
your own classroom Alignments to the Common Core State Standards
and Next Generation Science Standards Accessible video material
showing both teacher's instructions and students' activities
Samples of students' written work Assessment tools that you can use
or modify to fit your own needs An appendix with additional guides,
examples, suggested topics, and classroom-ready reproducibles. New
to the second edition is a chapter on how you can incorporate this
approach into an existing curriculum if you are unable to implement
the full program.The techniques are designed to be flexible and
adaptable, and work with students of all ability levels-especially
with those who are less motivated and engaged in school. This
enhanced edition is also accompanied by free bonus eResources, such
as suggested readings on different topics and full lesson plans,
which you can download and print from our website,
www.routledge.com/9781138911406.
What do we want schools to accomplish? The only defensible answer,
Deanna Kuhn argues, is that they should teach students to use their
minds well, in school and beyond.
Bringing insights from research in developmental psychology to
pedagogy, Kuhn maintains that inquiry and argument should be at the
center of a "thinking curriculum"--a curriculum that makes sense to
students as well as to teachers and develops the skills and values
needed for lifelong learning. We have only a brief window of
opportunity in children's lives to gain (or lose) their trust that
the things we ask them to do in school are worth doing. Activities
centered on inquiry and argument--such as identifying features that
affect the success of a music club catalog or discussing difficult
issues like capital punishment--allow students to appreciate their
power and utility as they engage in them.
Most of what students do in schools today simply does not have
this quality. Inquiry and argument do. They are education for life,
not simply more school, and they offer a unifying purpose for
compulsory schooling as it serves an ever more diverse and
challenging population.
The Skills of Argument presents a comprehensive, empirical study of informal reasoning as argument, involving subjects across the life span. Professor Kuhn asked her subjects questions that people have occasion to think and talk about in everyday life, such as "What causes prisoners to return to crime after they are released?" "What causes unemployment?" "What causes children to fail in school?" Subjects were asked to offer their own theories regarding the cause of the phenomenon and then asked to provide supporting evidence for their theories. This is the first major study of how people reason in everyday life, and it highlights the importance of argumentative reasoning in everyday thought. Professor Kuhn's findings address crucial issues in cognitive and developmental psychology, as well as in education, and her work will also appeal to philosophers, political scientists, and linguists interested in argumentative discourse.
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