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Developing reflective judgment : understanding and promoting intellectual growth and critical thinking in adolescents and adults

著者: Patricia M King; Karen S Kitchener
出版: San Francisco : Jossey-Bass Publishers, ©1994.
シリーズ: Jossey-Bass higher and adult education series.; Jossey-Bass social and behavioral science series.
エディション/フォーマット:   書籍 : English : 1st edすべてのエディションとフォーマットを見る
データベース:WorldCat
概要:
How do students learn to reason and think about complex issues? This book fills a critical gap in our understanding of a long-neglected facet of the critical thinking process: reflective judgment. Drawing on extensive cross-sectional and longitudinal research, including their own ten-year study, Patricia M. King and Karen Strohm Kitchener detail the series of stages that lay the foundation for reflective thinking,  続きを読む
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その他のフォーマット: Online version:
King, Patricia M., 1950-
Developing reflective judgment.
San Francisco : Jossey-Bass Publishers, c1994
(OCoLC)622641605
資料の種類: インターネット資料
ドキュメントの種類: 図書, インターネットリソース
すべての著者/寄与者: Patricia M King; Karen S Kitchener
ISBN: 1555426298 9781555426293
OCLC No.: 29390383
物理形態: xxvi, 323 p. : ill. ; 24 cm.
コンテンツ: Reflective judgment: a neglected facet of critical thinking --
Creating a new theoretical model of reflective judgment --
The seven stages of reflective judgment --
Assessing reasoning skills --
Assessing reflective judgment --
Research on the reflective judgment model / with Phillip K. Wood --
Relating reflective judgment to intellectual development --
Reflective judgment and character development --
Fostering reflective judgment in the college years --
Resource A. The reflective judgment interview --
Resource B. Statistical tables.
シリーズタイトル: Jossey-Bass higher and adult education series.; Jossey-Bass social and behavioral science series.
責任者: Patricia M. King, Karen Strohm Kitchener.
その他の情報:

概要:

How do students learn to reason and think about complex issues? This book fills a critical gap in our understanding of a long-neglected facet of the critical thinking process: reflective judgment. Drawing on extensive cross-sectional and longitudinal research, including their own ten-year study, Patricia M. King and Karen Strohm Kitchener detail the series of stages that lay the foundation for reflective thinking, and they trace the development of reflective judgment through adolescence and adulthood. King and Kitchener's new model of reflective judgment is designed to enhance both research and practice in the areas of critical thinking, intellectual development, and education. The authors examine key questions concerning reflective judgment: How do high school, college, and graduate students reason differently about ill-structured problems? Does students' reasoning improve with additional exposure to and involvement in higher education? Do adult learners differ from traditional-age students in their reflective thinking? How does the reasoning of adult college graduates differ from that of non-college-educated adults? The authors also describe the implications of the Reflective Judgment Model for working with students in the classroom and beyond - encouraging educators to think differently about interactions with their students and to create ways of more effectively promoting the ability to make reflective judgments.

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