Advocates and outlines an instructional strategy for developing critical-thinking skills in sociology classes. The "panning-for-gold" strategy requires students to interact continually with the material through questioning and evaluation. Includes a template of suggestions for critically evaluating material. Test results showed…

Summarized are uses of microcomputers. Included is a review of word processing, problem solving, microcomputer based laboratory, and database programs. Microcomputer networks and telecommunications are also discussed. (KR)

Presents four Directed Reading-Thinking Activities (DR-TA) for use in secondary social studies classrooms. Defines a DR-TA and shows its applicability in teaching students effective study habits when reading social studies textbooks. Offers strategies intended to engage students with their textbooks, highlighting interior monologues and grouping…

Reviews research on elementary school students' capacity for historical understanding. Suggests Piagetian theory is not applicable to historical thinking. Considers teaching approaches for developing elementary history instruction, including (1) embedding history in meaningful context; (2) use of narrative; (3) linking past and present; and (4)…

Contends that, although many teachers feel discouraged about working with at-risk students, social studies courses provide the ideal place for teachers to intervene with these students. Defines and discusses at-risk students and their needs. Includes 18 recommended instructional strategies for working with high-risk students. (CFR)

Describes an instructional strategy combining cooperative learning in small groups with questioning techniques designed to encourage creative and critical thinking. Asserts that creativity and the ability to work cooperatively are the two workplace qualities most identified by corporations and organizations as essential for future employees. (CFR)

Maintains that recent developments of local, state, and national exit outcomes call for changes in assessing student performance. Discusses the use of cooperative learning modules in European history and global studies. Asserts that cooperative learning techniques call for much more student-student and teacher-student interaction. (CFR)

Reports on a study of the higher-order thinking and subject matter understanding of 18 preservice art teachers. Finds that only some exhibited the higher-order thinking or in-depth understanding expected of specialists in visual art. Discusses implications for teacher preparation. (CFR)

Contends that, in many ways, college teaching has remained largely unchanged since the days of the medieval university. Discusses the role of cooperative learning in higher education and maintains that the technique can enhance critical thinking skills. (CFR)

Asserts that case studies and discussion method pedagogy are replacing lecture and small-group discussion as the primary higher-level teaching method. Describes and discusses the case study approach as a technique for teaching critical thinking skills. Presents 11 arguments for using these pedagogies. (CFR)

Presents a negotiation model for thinking about controversial issues in psychology. Provides students a framework for managing conflicts, including conflicting positions on professional ethics. Discusses relationships among three models of critical thinking. (CFR)

Maintains that good decisions depend on beginning with good information and applying logical reasoning to it. Contends that texts and instruction in critical thinking provide students with limited guidance on selecting credible sources. Presents and discusses seven criteria for selecting credible sources. (CFR)

Maintains that literacy and informed decision making in an uncertain world require the ability to reason statistically. Describes a course designed to help students use statistical concepts as tools for social reasoning within simulations of real-world problems. Describes four types of instructional activities used. (CFR)

Maintains that the history of psychology course is a common capstone course in the undergraduate psychology curriculum. Describes exercises designed to encourage active learning and critical thinking. Presents basic steps in completing the exercises and students' reactions to them. (CFR)

Reports on a study of the impact of metacognition among 10 middle school-aged British students with learning difficulties. Finds that student awareness and subsequent control over thought processes were enhanced through self-reporting and self-appraisal. Examines this kind of reflection on enhanced learning capabilities and self-esteem. (CFR)