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

作者: Patricia M King; Karen S Kitchener
出版商: San Francisco : Jossey-Bass Publishers, ©1994.
叢書: Jossey-Bass higher and adult education series.; Jossey-Bass social and behavioral science series.
版本/格式:   圖書 : 英語 : 1st ed所有版本和格式的總覽
資料庫:WorldCat
提要:
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,  再讀一些...
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其他的實體格式: Online version:
King, Patricia M., 1950-
Developing reflective judgment.
San Francisco : Jossey-Bass Publishers, ©1994
(OCoLC)622641605
資料類型: 網際網路資源
文件類型: 圖書, 網路資源
所有的作者/貢獻者: Patricia M King; Karen S Kitchener
ISBN: 1555426298 9781555426293
OCLC系統控制編碼: 29390383
描述: xxvi, 323 pages : illustrations ; 24 cm.
内容: 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.
叢書名: Jossey-Bass higher and adult education series.; Jossey-Bass social and behavioral science series.
責任: Patricia M. King, Karen Strohm Kitchener.
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摘要:

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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