1st Edition

The Routledge International Handbook of Research on Teaching Thinking

Edited By Rupert Wegerif, Li Li, James C. Kaufman Copyright 2015
    512 Pages 3 B/W Illustrations
    by Routledge

    512 Pages 3 B/W Illustrations
    by Routledge

    The Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there are questions about what we mean by ‘thinking’, how best to teach it and how best to assess it, and it is these questions that this handbook explores and addresses.

    Containing surveys and summaries of international, cutting-edge research on every aspect of teaching thinking in a range of contexts, the handbook is thorough in its delivery, examining many different approaches and methods to help readers understand what teaching thinking is and how we can best take this movement forward. Key topics include:

    • Theoretical perspectives on teaching thinking

    • Approaches for teaching thinking

    • Developing creative thinking

    • Developing critical thinking and metacognition

    • The assessment of thinking

    • Teaching thinking in the context of STEM

    • Collaborative thinking and new technology

    • Neuro-educational research on teaching thinking

    This book is an essential guide for policy-makers, teachers and researchers who are interested in teaching thinking

    Introduction. Rupert Wegerif, Li Li, James C. Kaufman.

    Section 1: Theory, history and context of teaching thinking

      1. Teaching for Thinking: Ethical Reasoning. Robert J. Sternberg
      2. A Recent History of Teaching Thinking. Steve Higgins
      3. Teaching Thinking: An Ideological Perspective. Yoram Harpaz
      4. A Confucian perspective on teaching thinking in China. Li Li.
      5. There’s more to thinking than the intellect. Douglas P. Newton.
      6. Section 2: Approaches to teaching thinking

      7. Tools for Inquiry: the role of thinking skills approaches in developing pedagogy as theory. Vivienne Baumfield.
      8. How to improve thinking. P.N. Johnson-Laird
      9. Thinking-Based Classroom Teaching Theory and Practice in China. Weiping Wei.
      10. Philosophy for Children: Short and long term effects. K., J., Topping and S. Trickey.
      11. Teaching for Successful Intellectual Styles. Li-fang Zhang.
      12. The Prospects of Cognitive (Brain) Training as an Aid for Teaching Thinking. Oshin Vartanian and Erin L. Beatty.
      13. Using an Informed Understanding of Styles to Enhance Learning and Teaching in 21st century Learning Environments. Carol Evans and Michael Waring.
      14. Section 3: Creativity and creative thinking

      15. Possibility Thinking: from what is to what might be. Anna Craft
      16. Promoting Creativity in Chinese Classrooms: An Examination Based on Educational Policies. Zhaocun Li, and Amber Lauren Johnston.
      17. What we want impacts how we create: Creativity, motivation, and goals. James C. Kaufman, Roni Reiter-Palmon and Ryan Royston.
      18. Integrating Knowledge Management into the Instruction of Creativity in a Blended Learning Environment. Yu-chu Yeh.
      19. Teaching Creative Thinking in K12 Schools: Lingering Challenges & New Opportunities. Ronald A. Beghetto.
      20. Thinking Creatively Across the Lifespan. Anna Hui.
      21. Section 4: Critical thinking and metacognition

      22. Metacognition and teaching higher order thinking (HOT) in science education: Students' learning, teachers' knowledge and instructional practices. Anat Zohar and Sarit Barzilai.
      23. Knowledge, disciplinarity and the teaching of critical thinking. Tim Moore.
      24. Metacognitive Learning Environments: An approach to metacognition research. Shirley Larkin.
      25. An Overview of Metacognitive Awareness and L2 Reading Strategies. Pingyu Liu and Li Li.
      26. Thinking about metacognition improves thinking. Marcel V.J. Veenman.
      27. Section 5: The assessment of thinking

      28. Do They Really Work? Evidence For The Efficacy Of Thinking Skills Approaches In Affecting Learning Outcomes: The Need For A Broader Perspective. Robert Burden.
      29. Assessing Critical Thinking in Our Students. Heather A. Butler.
      30. Assessing Creative Thinking: Practical Applications. Haiying Long and Jonathan A. Plucker.
      31. Assessment for creative teaching and learning in disciplined improvisation. Vivian M. Y. Cheng.
      32. A Model for the Assessment of Rational Thought and its Potential Operationalization. Richard F. West Keith E. Stanovich
      33. Section 6: Teaching thinking in STEM subjects

      34. STEM Education and Problem-Based Learning Areej M. Adel El Sayary, Sufian A. Forawi, and Nasser Mansour
      35. The Teaching and Learning of Probabilistic Thinking: Heuristic, Informal and Fallacious Reasoning. Egan J Chernoff and Bharath Sriraman.
      36. Cognitive Acceleration through Science Education: The CASE for thinking through Science. Mary Oliver and Grady Venville.
      37. Epistemic practices and thinking in science: fostering teachers' development in scientific argumentation. Sibel Erduran and Merce Garcia-Mila.
      38. Teaching Engineers to Think Creatively: Barriers and Challenges in STEM Disciplines. David H Cropley.
      39. Teaching Mathematics Creatively. Ai-Girl Tan
      40. Section 7: Teaching thinking through collaboration and new technology

      41. Technology and teaching thinking: why a dialogic approach is needed for the 21st Century. Rupert Wegerif.
      42. Catalyzing Collaborative Learning and Collective Action for Positive Social Change through Systems Science Education. Michael Hogan, Owen Harney and Benjamin Broome
      43. Becoming a questioner in a philosophy class. Baruch B. Schwarz and Ben Zion Slakmon
      44. Thinking, Interthinking, and Technological Tools. Simon Knight and Karen Littleton.


    Rupert Wegerif is a Professor of Education at the University of Exeter, UK.

    Li Li is a Senior Lecturer at the University of Exeter. UK.

    James C. Kaufman is a Professor of Educational Psychology at the Neag School of Education, University of Connecticut, USA.