Suggests basic principles to guide the construction of an integrated sequential guide for thinking skills instruction throughout the K-12 curriculum. Strategies emphasize introducing and reinforcing cognitive operations such as information processing, problem solving, critical thinking, and decision making. (TE)

A general model of conceptual change which is largely derived from current philosophy of science, but which can illuminate learning as well, is described. Some features of this model are illustrated by interviews with students studying special relativity in physics. Finally, some pedagogical implications are presented. (Author/PB)

Reviews a monograph which addresses children's higher-order thinking skills. Suggests the following for teaching problem solving: identify and develop content-independent and content-dependent problem-solving skills, connect developed skills through workshop-style activities to subject discipline, and help students identify and reconstruct their…

Organizing and clarifying research and theory from diverse sources, including philosophy and cognitive psychology, this book provides a framework intended to help educational practitioners (principals, supervisors, curriculum directors, and teachers) plan programs for incorporating the teaching of thinking throughout the regular curriculum.…