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Critical Thinking: Conceptual Perspectives and Practical Guidelines [Minkštas viršelis]

4.33/5 (4 ratings by Goodreads)
(National University of Ireland, Galway)
  • Formatas: Paperback / softback, 274 pages, aukštis x plotis x storis: 228x152x15 mm, weight: 410 g
  • Išleidimo metai: 09-May-2017
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1316509958
  • ISBN-13: 9781316509951
Kitos knygos pagal šią temą:
Critical Thinking: Conceptual Perspectives and Practical GuidelinesDidesnis paveikslėlis
  • Formatas: Paperback / softback, 274 pages, aukštis x plotis x storis: 228x152x15 mm, weight: 410 g
  • Išleidimo metai: 09-May-2017
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1316509958
  • ISBN-13: 9781316509951
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781316509951.html
Raktažodžiai:
Dwyer's book is unique and distinctive as it presents and discusses a modern conceptualization of critical thinking one that is commensurate with the exponential increase in the annual output of knowledge. The abilities of navigating new knowledge outputs, engaging in enquiry and constructively solving problems are not only important in academic contexts, but are also essential life skills. Specically, the book provides a modern, detailed, accessible and integrative model of critical thinking that accounts for critical thinking sub-skills and real-world applications; and is commensurate with the standards of twenty-first-century knowledge. The book provides both opportunities to learn and apply these skills through a series of exercises, as well as guidelines on how critical thinking can be developed and practised, in light of existing psychological research, which can be used to enhance the experience of critical thinking training and facilitate gains in critical thinking ability.

Recenzijos

'The initial presentation of logical structures lays the groundwork for an important discussion of the varied ways critical thinking is conceptualized. Then Dwyer describes why the application of critical thinking is so difficult when people face ambiguity and complexity in daily life. This latter material will be of greatest interest to psychologists and their students because Dwyer discusses how the disposition for critical thought, reflection about thinking, and acceptance of uncertainty interact with purely logical approaches.' CHOICE 'Critical Thinking belongs on the bookshelf of anyone who wants to know more about this important 21st-century skill.' PsycCRITIQUES

Daugiau informacijos

This book discusses a modern conceptualisation of critical thinking - one that is commensurate with the exponential increase in the annual output of knowledge.
List of Figures
xi
List of Tables
xiii
Foreword xv
An Introduction to Critical Thinking 1(8)
PART I FOUNDATIONS OF CRITICAL THINKING
1 Frameworks for Thinking
9(16)
Bloom's Taxonomy of Educational Objectives
11(3)
Romiszowski's Framework for Knowledge and Skills
14(4)
Anderson and Krathwohl's Revision of Bloom's Taxonomy
18(3)
Marzano's New Taxonomy of Educational Objectives
21(1)
Summary and Conclusion
22(3)
2 Memory and Comprehension
25(18)
Working Memory
26(5)
The Slave Systems
27(3)
The Episodic Buffer
30(1)
Long-Term Memory
31(5)
Schemas
32(3)
Comprehension as LTM
35(1)
Cognitive Load
36(5)
Intrinsic Cognitive Load
37(3)
Extraneous Cognitive Load
40(1)
Summary and Conclusion
41(2)
3 Historical Perspectives
43(14)
Falsification
44(2)
Formal Logic
46(1)
Informal Logic
47(5)
Summary and Conclusion
52(5)
PART II CRITICAL THINKING SKILLS AND DISPOSITIONS
4 What Is Critical Thinking? Definitions and Conceptualizations
57(27)
Metacognition
57(3)
Self-Regulatory Functions of Metacognition
60(12)
Critical Thinking Dispositions
60(8)
Motivation to Think Critically
68(1)
Need for Cognition
69(1)
Executive Function
70(1)
Mindfulness
71(1)
Critical Thinking Defined
72(5)
Critical Thinking in the Real World
77(1)
Deciding on What to Do
78(1)
Deciding on What to Believe
79(2)
Summary and Conclusion
81(3)
5 Analysis
84(16)
Analysing the Structure of an Argument
85(6)
Analysing the Sources of Arguments and Claims
91(4)
Summary and Conclusion
95(5)
6 Evaluation
100(17)
Evaluating Credibility
105(1)
Evaluating Relevance
105(3)
Evaluating Logical Strength
108(5)
Evaluating Balance
113(2)
Summary and Conclusion
115(2)
7 Inference
117(12)
Inference in Formal Logic
119(5)
Inference in Informal Logic
124(2)
Summary and Conclusion
126(3)
8 Reflective Judgment
129(16)
Acknowledging Uncertainty
130(5)
The Role of RJ in Critical Thinking
135(6)
Summary and Conclusion
141(4)
PART III CRITICAL THINKING IN REAL-WORLD SETTINGS
9 Applications of Critical Thinking
145(27)
Argumentation
147(1)
Verbal Reasoning
148(3)
Hypothesis Testing
151(2)
Judging Likelihood and Uncertainty
153(4)
Problem-Solving
157(13)
Define the Problem
162(1)
Gather and Organize the Available Information
162(1)
Evaluate Possible Strategies
162(2)
Generate Possible Solutions
164(1)
Monitor the Progress of the Solution Strategy
164(1)
Evaluate Results of the Solution Strategy
165(1)
Verify the Solution
165(1)
Creative Thinking and Problem-Solving
165(5)
Summary and Conclusion
170(2)
10 Judgment, Heuristics and Biases
172(18)
Dual-Process Theory
172(4)
Heuristics, Biases and Errors
176(8)
Three Classic Heuristics
178(2)
Kahneman's Modern Outlook on Heuristics
180(4)
Naturalistic Decision-Making
184(3)
Summary and Conclusion
187(3)
11 Critical Thinking Instruction and Assessment
190(16)
Critical Thinking Assessment
191(4)
Critical Thinking Instruction
195(9)
Summary and Conclusion
204(2)
12 Pedagogical and Learning Strategies
206(16)
Active Learning
207(1)
E-Learning
208(1)
Collaborative Learning
209(1)
Argument Mapping
210(10)
A Brief History of Argument Maps
211(3)
Why Use Argument Maps?
214(6)
Summary and Conclusion
220(2)
13 Summary and Conclusions
222(7)
References 229(24)
Index 253
Christopher Dwyer is a post-doctoral researcher and lecturer in the School of Psychology at the National University of Ireland, Galway. In addition to critical thinking, he has worked on a wide array of funded research projects in diverse areas, including instructional design, clinical judgment-making and chronic pain. Dr Dwyer has been teaching critical thinking at university level since 2007. Since 2011, he has written more than ten peer-reviewed published manuscripts on the topic of critical thinking.