NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1212393
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Available Date: N/A
Discerning Student Thinking: A Practical Theoretical Framework for Recognising or Informally Assessing Different Ways of Thinking
Golding, Clinton
Teaching in Higher Education, v24 n4 p478-492 2019
We expect our students to learn different ways of thinking, such as historical empathy or scientific reasoning, reflection, critical analysis, or clinical reasoning. But how do we discern if they have learned these ways of thinking when thinking is often abstract, tacit and seemingly invisible? In this conceptual and theoretical article, I argue that we can discern any kind of thinking, however we define it, if we focus on the observable actions or thinking behaviours associated with that thinking. Based on this argument, I then offer a theoretical framework for teachers so they might recognise and informally assess the particular kind of student thinking they want to cultivate. This framework synthesises several important theories about how we learn to think, and distinguishes six general features a teacher might look for to be more discerning about any kind of thinking: visibility, complexity, frequency, flexibility, independence, and application of the thinking behaviours.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A