Muutke küpsiste eelistusi

Confidence in Critical Thinking: Developing Learners in Higher Education [Kõva köide]

(National College of Ireland)
  • Formaat: Hardback, 196 pages, kõrgus x laius: 216x138 mm, kaal: 371 g, 31 Tables, black and white
  • Ilmumisaeg: 19-Mar-2019
  • Kirjastus: Routledge
  • ISBN-10: 1138060321
  • ISBN-13: 9781138060326
Teised raamatud teemal:
Confidence in Critical Thinking: Developing Learners in Higher EducationSuurem pilt
  • Formaat: Hardback, 196 pages, kõrgus x laius: 216x138 mm, kaal: 371 g, 31 Tables, black and white
  • Ilmumisaeg: 19-Mar-2019
  • Kirjastus: Routledge
  • ISBN-10: 1138060321
  • ISBN-13: 9781138060326
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781138060326.html
Märksõnad:

Confidence in Critical Thinking bridges the gap between theory and application for both new and established lecturers who wish to recognise their own critical thinking skills, develop them and in turn support the development of their learners.

By harnessing findings from research on design, engagement, goal setting, coaching, performance and the influence of language, this book:

  • Facilitates educators in moving from thinkin about these skills as theoretical concepts to practical application

  • Supports lecturers in their own personal development

  • Provides practical exercises and ideas for learner skills development

  • Encourages reflection from the educator on their own development

A must-read for those wishing to examine the assumption that critical thinking development happens to all learners, to an equal degree as a natural part of the education process, Confidence in Critical Thinking is for both students wishing to understand and develop critical thinking skills, and educators wanting to develop their learners’, and their own, critical skills.

Arvustused

This well-referenced book will appeal to a wide range of educators in diverse contexts. It is universally applicable. It clarifies theoretic concepts related to critical thinking through clear explanation and practical examples. It offers educators the opportunity to gain insight into the theory on critical thinking and additionally provides exercises that allow insights to be shared with learners.

The exercises in this book allow for immediate application of theory in a variety of learning contexts. This book offered me the ability to embed evidence informed learning activities in my instruction.

This book truly brokers a connection between the theory and practice of 21st century instruction.

Margot Barry, Lecturer and Researcher (Workplace Learning), Department of Occupational Therapy, HAN University of Applied Sciences, The Netherlands

This is an excellent book that is accessible to educators and students alike. Built on strong theoretical foundations and packed with engaging practical exercises it provides a wealth of valuable strategies for improving critical thinking skills in everyday life. I recommend it very highly.

Aidan Moran, Professor of Cognitive Psychology, University College Dublin, Ireland. This well-referenced book will appeal to a wide range of educators in diverse contexts. It is universally applicable. It clarifies theoretic concepts related to critical thinking through clear explanation and practical examples. It offers educators the opportunity to gain insight into the theory on critical thinking and additionally provides exercises that allow insights to be shared with learners. The exercises in this book allow for immediate application of theory in a variety of learning contexts. This book offered me the ability to embed evidence informed learning activities in my instruction. This book truly brokers a connection between the theory and practice of 21st century instruction.

Margot Barry, Lecturer and Researcher (Workplace Learning), Department of Occupational Therapy, HAN University of Applied Sciences, The Netherlands

This is an excellent book that is accessible to educators and students alike. Built on strong theoretical foundations and packed with engaging practical exercises it provides a wealth of valuable strategies for improving critical thinking skills in everyday life. I recommend it very highly.

Aidan Moran, Professor of Cognitive Psychology, University College Dublin, Ireland

List of tables
xiii
List of exercises
xv
Preface xvii
Acknowledgements xxi
PART I The context for critical thinking
1(36)
1 The power within: realising confidence in critical thinking
3(19)
Introduction
3(1)
What is critical thinking?
3(6)
The real-world value of critical thinking
9(1)
Critical thinking in context
10(4)
Setting the scene for critical thinking success
14(4)
Critical thinking and you
18(1)
References
19(3)
2 The key to an open mind: creating opportunities for your development
22(15)
Introduction: questioning as a skill for critical thinking
22(3)
Questioning: curiosity and creativity
25(2)
Questioning in education
27(5)
Recognising and rewarding questioning
32(2)
Plan for action
34(1)
References
34(3)
PART II Critical thinking skills for academic performance
37(104)
3 The game plan for learning and performance: balancing belief and realism
39(20)
Introduction: goal setting as a skill for critical thinking
39(2)
Goal setting in everyday life
41(4)
Influences on goal setting: failure and personal beliefs
45(4)
Goal setting in education
49(4)
Recognising and rewarding goal setting
53(3)
Plan for action
56(1)
References
56(3)
4 The strength of your dominant side: attending to the default setting
59(20)
Introduction: evaluation as a skill for critical thinking
59(2)
Evaluation in everyday life
61(3)
Influences on evaluation: biases and heuristics
64(4)
Evaluation in education
68(7)
Recognising and rewarding evaluation
75(1)
Plan for action
76(1)
References
77(2)
5 The field of play: appreciating the wider view
79(22)
Introduction: counter-argument identification as a skill for critical thinking
79(2)
Counter-argument identification in everyday life
81(4)
Influences on counter-argument identification: beliefs, biases and groupthink
85(5)
Counter-argument identification in education
90(5)
Recognising and rewarding thinking critically about counterarguments
95(3)
Plan for action
98(1)
References
98(3)
6 The stimulated senses: organising your thinking to move forward
101(19)
Introduction: synthesis as a skill for critical thinking
101(2)
Synthesis in everyday life
103(3)
Influences on synthesis: questioning and comprehension
106(2)
Synthesis in education
108(7)
Recognising and rewarding synthesis
115(3)
Plan for action
118(1)
References
118(2)
7 The strategic move: developing sound strategies for choice
120(21)
Introduction: decision making as a skill for critical thinking
120(2)
Decision making in everyday life
122(4)
Influences on decision making: biases and heuristics
126(4)
Decision making in education
130(5)
Recognising and rewarding decision making
135(3)
Plan for action
138(1)
References
139(2)
PART III Critical thinking skills for monitoring and maintaining development
141(49)
8 The control within the chaos: challenging your curiosities
143(20)
Introduction: creativity as a skill for critical thinking
143(2)
Creativity in everyday life
145(3)
Influences on creativity: biases and belief
148(4)
Creativity in education
152(5)
Recognising and rewarding creativity
157(2)
Plan for action
159(1)
References
160(3)
9 The time for self: contemplating your thinking and performance
163(18)
Introduction: self-regulation as a skill for critical thinking
163(2)
Self-regulation in everyday life
165(3)
Influences on self-regulation: belief and attention
168(4)
Self-regulation in education
172(5)
Recognising and rewarding self-regulation
177(2)
Plan for action
179(1)
References
180(1)
10 The next level: reflecting on what has been and what is yet to come
181(9)
Introduction
181(6)
Questioning
182(1)
Goal setting and planning
182(1)
Evaluation and self-evaluation
183(1)
Counter-argument identification and alternative perspective-taking
184(1)
Synthesis
184(1)
Decision making
185(1)
Creativity
186(1)
Self-regulation
186(1)
Critical-thinking development. What now? What next?
187(3)
Index 190
Dr Arlene Egan is a Lecturer, Researcher and Practitioner in Learning, Teaching, Leadership and Psychology.