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Critical Thinking and Subject Specificity: Clarification and Needed Research:
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The claim that critical thinking is subject specific appears, to be of practical importance and theoretical interest as discussed by the authors. But its meaning is unclear, and discussions of its are often confusing and at cross purposes.Abstract:
The claim that critical thinking is subject specific appears, to be of practical importance and theoretical interest. Its meaning is unclear, however, and discussions of its are often confusing and at cross purposes. In an attempt to clarify the topic, Ennis offers a number of distinctions, including a distinction among three versions of subject specificity: domain, epistemological, and conceptual subject specificity. He holds that the first two versions contain valuable insights, but that all three suffer from excessive vagueness of their basic concept (domain, field, and subject, respectively). If the proposed clarification and critique are appropriate, then a number of avenues of research—at both practical and theoretical levels—need to be pursued, some of which are outlined in this essayread more
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Philosophy of Education
TL;DR: In this paper, the authors discuss the philosophy of education before the Twentieth Century, including the meaning and aims of education, and the role of education in the development of education systems.
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Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Anat Zohar,Flora Nemet +1 more
TL;DR: In this article, the authors examined the teaching of argumentation skills in the context of dilemmas in human genetics and found that students were able to transfer the reasoning abilities they were trained to use in the contexts of genetics to the context from everyday life.
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Teachers' beliefs about teaching and learning: A constructivist perspective.
TL;DR: The authors identifies important aspects of current thinking that may get in the way of teachers adopting a constructivist approach to teaching and learning, which may be overcome if teachers are willing to rethink their views on a number of issues.
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Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis
Philip C. Abrami,Robert M. Bernard,Evgueni Borokhovski,Anne Wade,Michael A. Surkes,Rana M. Tamim,Dai Zhang +6 more
TL;DR: This paper conducted a meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and found that type of CT intervention and pedagogical grounding were substantially related to fluctuations in CT effects sizes, together accounting for 32% of the variance.
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Are Cognitive Skills Context-Bound?:
David N. Perkins,Gavriel Salomon +1 more
TL;DR: In this paper, a synthesis of general and specialized knowledge function in close partnership, and the authors explore the nature of this partnership and consider its implications for educational practice, and suggest a synthesis.
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Scientific Discovery: Computational Explorations of the Creative Processes
TL;DR: Using the methods and concepts of contemporary information-processing psychology (or cognitive science) the authors develop a series of artificial-intelligence programs that can simulate the human thought processes used to discover scientific laws.