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Thinking faster.

Author: Brook Lapping Productions.
Publisher: [London] : Teachers TV/UK Dept. of Education, 2005.
Series: VAST: Academic Video Online; Hot research, 10
Edition/Format:   eVideo : Clipart/images/graphics : EnglishView all editions and formats
Summary:
Reflective and analytical thinking can be regarded as an essential part of the national curriculum. Getting children to think like a scientist, an historian, or a mathematician can really accelerate their development. Professor Philip Adey from King's College, London has been researching this area since the 1970s. He explains how his findings can be applied in schools through cognitive conflict: creating challenges  Read more...
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Details

Genre/Form: Documentary television programs
Alexander Street Video
Additional Physical Format: Print version:
Thinking faster.
[London] : Teachers TV/UK Dept. of Education, 2005 publisher catalog number
C/0513/010
Material Type: Clipart/images/graphics, Internet resource, Videorecording
Document Type: Internet Resource, Computer File, Visual material
All Authors / Contributors: Brook Lapping Productions.
OCLC Number: 829687882
Language Note: This edition in English.
Notes: Title from resource description page (viewed Mar. 5, 2012).
Description: 1 online resource (4 min.).
Series Title: VAST: Academic Video Online; Hot research, 10

Abstract:

Reflective and analytical thinking can be regarded as an essential part of the national curriculum. Getting children to think like a scientist, an historian, or a mathematician can really accelerate their development. Professor Philip Adey from King's College, London has been researching this area since the 1970s. He explains how his findings can be applied in schools through cognitive conflict: creating challenges for children, social construction, encouraging children to talk to each other, and meta cognition: learning to learn. Encouraging children to question what they know at every opportunity, and make them aware of how they think, can also help them do better in exams. Teaching has traditionally been based on the theory that children develop in stages at a set rate, but research suggests these stages can be speeded up. Children can think in new ways earlier in their lives and learn new concepts at earlier stages.

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