Design thinking is a critical and creative process understood to support innovation and creative idea generation in a wide variety of contexts. Increasingly, it is being used as a pedagogical approach by educators interested in supporting divergent thinking skill development. This study evaluated the effects of the use of design thinking practices…

The purpose of this research is to determine the views of teachers working in primary schools on philosophy education for children (P4C). For this purpose, the study was based on the phenomenology pattern, which is included in qualitative studies. It has benefited from the "purposive sampling" technique, which was determined in…

Introduction: Among its contemporaries, the updated Bloom's taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to…

If a teacher asked their students what thinking looks like, what would they say? Would they just look at the teacher quizzically? The question is challenging because thinking is largely an invisible endeavor, and developing thoughtful students can be a daunting task. However, the job of mathematics teachers is to develop students who think about…

The purpose of this study was to identify the different incidents of critical thinking in five preschool classrooms in one school, and the instructional strategies preschool teachers employed in the development of children's critical thinking. The participants in this study were five self-contained preschool teachers and their corresponding…

The present study investigated the development of inferencing in five to seven year old children. The subjects consisted of thirty typically developing children of five, six and seven years, distributed into three groups of ten. Four sets of material were prepared and for each two types of questions were constructed. The questions being of literal…

Article suggests ways by which teachers can systematically improve classroom questioning skills. (Author/MM)

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

Activities designed to improve student questioning techniques are described. For journal availability see annotation SO 504 171. (DE)

A learning hierarchy for teaching inservice and preservice teachers to ask questions which require complex thought (instead of memory) is presented. Some assessment of effectiveness has been carried out on an informal basis. (Author)

Students with learning disabilities and behavior problems need instruction designed to increase active thinking and questioning skills. Described methods for teaching these skills include T. Raphael's question-answer relationships, A. Hahn's questioning strategy, reciprocal teaching, and the "ReQuest" procedure. Practice activities for…

Discusses optimal teacher actions in developing inquiry skills through Flanders Category System, (created to describe and classify classroom interactions), and Blooms Taxonomy of Educational Objectives, (created to identify levels of intellectual operations). Identifies different purposes served by different level questions. (Author/DB)

A major purpose of this research was to measure the effect of four different teaching processes on lower and higher mental process achievement. Two separate studies, one in science and one in mathematics, involved approximately 100 seventh grade students in four classrooms in a public junior high school in a middle-income neighborhood, and 85…

Discussed is the need for teachers to improve their effectiveness in classroom skills such as questioning techniques. An instructor cognitive operation index is presented. For journal availability, see SO 505 192. (Author/DB)

In a conventional teaching situation, a lecturer may use a wide range of questioning techniques aimed at helping students to become active learners. In distance learning, students are often isolated and have limited opportunities for interaction in a social learning environment. Hence, learning strategies in distance learning need to be structured…