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    Critical thinking for better learning : new insights from cognitive science / Carole Hamilton.

    By: Hamilton, Carole L, 1951-2016 [author.]Material type: TextTextPublisher: Lanham : Rowman & Littlefield, [2016]Description: xvii, 107 pages ; 24 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9781475827781; 1475827784; 9781475827798; 1475827792; 1475827806; 9781475827804Subject(s): Critical thinking -- Study and teaching | Cognition | Cognition | Critical thinking -- Study and teaching | Lernpsychologie | Kognitive PsychologieAdditional physical formats: Online version:: Critical thinking for better learning.DDC classification: 370.15/24 LOC classification: LB1590.3 | .H36 2016Other classification: 5,3 | CP 4000 | CP 5100 | CX 3000 Online resources: Table of contents
    Contents:
    Section I : How students learn best. 1. We learn through analogies -- -- Section II : Why much of our teaching is ineffective. 2. How we should (and should not) teach -- -- Section III : Teaching to the student's natural learning style. 3. Where to focus : identify threshold concepts -- 4. What to teach : choose topics and texts that exemplify threshold concepts -- 5. How to teach : design lessons that compel students to confront their misconceptions -- 6. How to assess : design ways to gauge students' critical thinking -- Conclusion -- Appendix A : How people learn -- Appendix B : Analogy as the core of cognition -- Appendix C : Student retention with schemas and analogies -- Appendix D : Threshold concepts and skills -- Appendix E : Sample threshold concepts and skills -- Appendix F : Sample student challenges -- Appendix G : How to assess critical thinking.
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    Item type Current library Call number Copy number Status Notes Date due Barcode
    Books Books Female Library
    		LB1590.3 .H36 2016 (Browse shelf (Opens below)) 1 Available STACKS 51952000236696
    Books Books Main Library
    		LB1590.3 .H36 2016 (Browse shelf (Opens below)) 1 Available STACKS 51952000236689

    Includes bibliographical references (pages 99-102) and index.

    Section I : How students learn best. 1. We learn through analogies -- -- Section II : Why much of our teaching is ineffective. 2. How we should (and should not) teach -- -- Section III : Teaching to the student's natural learning style. 3. Where to focus : identify threshold concepts -- 4. What to teach : choose topics and texts that exemplify threshold concepts -- 5. How to teach : design lessons that compel students to confront their misconceptions -- 6. How to assess : design ways to gauge students' critical thinking -- Conclusion -- Appendix A : How people learn -- Appendix B : Analogy as the core of cognition -- Appendix C : Student retention with schemas and analogies -- Appendix D : Threshold concepts and skills -- Appendix E : Sample threshold concepts and skills -- Appendix F : Sample student challenges -- Appendix G : How to assess critical thinking.

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