Digital gameplay and digital multimodal composition (DMC) are promising multimodal literacy practices. Nevertheless, research on their incorporation in literacy classrooms to foster students' multimodal literacy skills is lacking. This qualitative case study explored how two groups of Chinese adolescents used multimodal literacy in digital…

Using questions posed by a gifted 12th-grade girl during an American History class, this article defines the nature of reflective thinking as a search for meaning that involves both imaginative as well as critical, logical thought processes. The author concludes by drawing implications for the education of gifted persons. (Author)

We can revive the spirit of inventiveness by allowing students the freedom to consider the unconventional and probe the possibilities of the "impossible." (Author)

Critical thinking can best be taught using higher cognitive questioning which includes the process of analysis, synthesis and evaluation. The learner is required to use knowledge in a problem solving manner. Thus, higher cognitive questioning should be used as a tool for developing critical thinking--a vital intellectual operation. (Author/NQ)

If schools are to succeed in teaching critical thinking, educators must have a clear idea of what it is. Critical thinking is skillful, responsible thinking that relies upon criteria, is self-correcting, and is sensitive to context. (TE)

Provides a set of guidelines that has been developed to aid students in meeting various reading, learning, and study needs while internalizing the fundamentals of problem solving. The code words for the steps in the suggested problem-solving process are: count, characterize, consider, collect, and create. (MKM)

Examines three problem-solving models that have applications for the elementary school classroom. All are easily understandable, practical, pedagogical, and will improve children's thinking. Models are the Universal Traveler, Philosophy for Children, and the Decide Model. (Author/AV)

Comments are offered by numerous home economics teachers in reaction to the January issue presentation of an overview of a new Federal priority program, Education for Parenthood, and an interview with W. Stanley Kruger. (Author)

This review considers the question as to whether there are generic problem-solving skills that cut across fields or whether the skills are so embedded within specific fields that they can be identified only within the contexts of those fields. To answer this question, an attempt was made to define both "problems" and their "solutions." Then the…

This review examines 12 programs designed for use in classrooms to develop "general thinking skills" used in learning and problem-solving situations inside and outside classrooms. Analysis of program features focuses on the extent to which each program shows promise in helping students transfer the skills they develop through completing…

Philosophy and social studies instruction meet in areas of clarification of meaning, examination of beliefs and values, and establishing claims for grounds to knowledge. Suggests ways to use philosophical and critical thinking to foster cognitive growth in students. Presents a sample lesson which integrates critical skills, philosophical thinking,…

This article outlines an eight-station learning center, based on commercial materials, which students may use in their free time to improve skills in deductive and inductive reasoning, criticism and analysis, creative thinking, problem solving, and moral reasoning. (Author/SJL)

The claim that sociology teaches students how to think more critically and scientifically about social issues was tested on college-level students in a sociology department. Results indicated neither the inclination nor the ability increased in the students having sociological training. (ND)

The "principle of confrontation," rather than traditional systems of logic (induction and deduction), should be employed to determine the reliability and utility of arguments. The principle of confrontation relies on the premise that the validity of any statement may be tested by subjecting it to the "risk of disconfirmation" (criticism by…