This Family and Practitioner Brief discusses how deaf children who have not had access to a complete language from birth often encounter unique challenges in developing academic language skills, particularly in the realm of inference-making.

This article proposes an interconnected framework, "Ways of thinking in STEM-based Problem Solving," which addresses cognitive processes that facilitate learning, problem solving, and interdisciplinary concept development. The framework comprises critical thinking, incorporating critical mathematical modelling and philosophical inquiry,…

In what follows, we revisit the most promising conceptions of "hope" while following Haraway's admonition to "stay with the trouble." Thirty-five years after Haraway's (1991) opening to the Manifesto for Cyborgs where she states that "irony is about contradictions that do not resolve into larger wholes" (p. 149), we…

This research focuses on students' higher-order cognitive skill (HOCS)-oriented learning to construct effective hierarchical thinking abilities in their chemical particulate nature of matter. For in-depth knowledge and profound understanding, this research deals with students' positive developments towards HOCS with a special guidance to Marzanos'…

Plausibility judgments rarely have been addressed empirically in conceptual change research. Recent research, however, suggests that these judgments may be pivotal to conceptual change about certain topics where a gap exists between what scientists and laypersons find plausible. Based on a philosophical and empirical foundation, this article…

The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a strong emphasis on a language-based argument inquiry approach. Additionally, this study explored students' spoken discourse to gain a better understanding of what role(s) talking plays in…

This paper outlines a theoretical paradigm for distinguishing thinking, knowing and believing. A new taxonomy is presented for categorizing levels of knowing and outlines a structure of justification for each level. The paper discusses and explains the importance of such distinctions in decision making and thinking in general.

The Teaching for Transformative Experiences in Science (TTES) model is designed to foster transformative experiences (e.g., experiences with science content involving the application of that content in ways that expand perception and value in everyday experience). This study presents a case study of a high school biology teacher learning to…

In this paper the author has maintained that there is a similarity of thought to be found in the writings of Cudworth, Emerson, and Husserl in his investigation of an absolute system of morality. (Author/RK)

READING AND THINKING ARE NOT ALWAYS DISTINCT FROM EACH OTHER, ALTHOUGH EACH REPRESENTS DIFFERENT FUNCTIONS AND USES. THE PROBLEM IS NOT WHETHER THE TWO ARE SYNONYMOUS, BUT HOW MUCH TEACHERS SHOULD TELL STUDENTS AND HOW MUCH STUDENTS SHOULD DISCOVER FOR THEMSELVES. RECENT STUDIES SHOW THAT CHILDREN ARE CAPABLE OF APPLYING ELEMENTARY SKILLS OF…

Although critical thinking is a pervasive educational objective, it remains inconsistently and imperfectly defined. The present paper attempts to sort out direct attempts at defining critical thinking. Such definitions are classified as representing one of three differing points of view: critical thinking as evaluation, critical thinking as…

The moral concepts entailed in Kohlberg's cognitive-developmental theory of moral judgment are examined and the underlying meta-ethical position is criticized. (Editor)

Examines the appropriateness of Kohlberg's theory of moral development as a guide to educational practice. Suggests that the theory is open to a number of misinterpretations and misuses which must be borne in mind by those who wish to apply it in educational settings. (Author/RK)

Article evaluated Oakeshott's view of that temper of mind that he called the "conservative disposition" as distinct from a philosophy or creed. (Author/RK)

Children learn to think and develop concepts by experiencing a wide variety of problems that need solving. Exposure to different conditions and environments also stimulates their thought processes. (CK)