Skeptical Thinking in the Classroom and its Impact - School of Arts ...

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JUL2007 2007 EJ766956 ERIC Title: The Domain Generality--Specificity of Epistemological Beliefs: A Theoretical Problem, a Methodological Problem or Both? Author(s): Limon, Margarita Source: International Journal of Educational Research, v45 n1-2 p7-27 2006. 21 pp. (Peer Reviewed Journal) ISSN: 0883-0355 Epistemology, Learning Theories, Beliefs, Debate, Context Effect, Inquiry, Intellectual Disciplines, Research Problems, Research Methodology, Concept Formation, Interdisciplinary Approach, Thematic Approach Research on epistemological beliefs has clearly increased in the last decade. Even though the construct is clearer and relevant data are being collected, there are important theoretical and methodological issues that need further clarification. One of them is the debate about the domain generality-specificity of epistemological beliefs. I argue that there are both theoretical and methodological difficulties that hinder a more fruitful approach of the domain generalityspecificity debate. Differences in goals and scope of the diverse conceptualizations about epistemological beliefs and how they devise the role of content-domain and context are a major source of difficulties. Methodological problems such as whether such epistemological beliefs can be measured "in isolation"--free of content and context influence--or the impossibility of collecting direct measures of epistemological beliefs may influence how the domain generality-specificity question is approached. Some suggestions about how these difficulties may be overcome are developed. The relevance of exploring epistemological beliefs across domains and across contexts is emphasized.: Author: English: 21: Journal Articles; Opinion Papers Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://proxy.library.upenn.edu:5546 http://proxy.library.upenn.edu:5570/10.1016/j.ijer.2006.08.002 DEC2006 2006 EJ746405
ERIC Title: Teaching Students to Think Critically Author(s): Black, Susan Source: Education Digest: Essential Readings Condensed for Quick Review, v70 n6 p42- 47 Feb 2005. 6 pp. ISSN: 0013-127X : Critical Thinking, Thinking Skills, Faculty Development, Teaching Methods, Teacher Expectations of Students, Teacher Student Relationship, Classroom Environment In this article, the author stresses that teachers need to teach their students to think critically and to reason their way. One prerequisite for teaching critical thinking is a classroom climate of high expectations, teacher warmth and encouragement, and pleasant physical surroundings. Schools should see to it that students become progressively more disciplined in their reasoning, and more self-critical and selfdirected in the process and products of their thinking as they advance through the grades. She also states that the students need opportunities to analyze their own thinking according to standards of clarity, accuracy, relevance, logic, and fairness. Moreover, she notes that teachers should give necessary information and thinking tools to solve problems that focus more on affective and cognitive features of learning; and for students to become good critical thinkers, teachers must be good thinkers themselves. Furthermore, she discusses some of the possible things that a teacher should do in order to develop the students' thinking skills. ERIC: Englis: Journal Articles; Opinion Papers; Reports - Descriptive Prakken Publications, 832 Phoenix Dr., P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/. http://www.eddigest.com/html/contentsmain.html SEP2006 2006 EJ741259 ERIC Academic Search Premier Title: Teaching Critical Thinking: Some Lessons from Cognitive Science Author(s): van Gelder, Tim
Page 1 and 2: Skeptical Thinking in the Classroom
Page 3 and 4: skills as it pertains to belief and
Page 5 and 6: caused through the years. The other
Page 7 and 8: There was 1 student that fit in to
Page 9 and 10: One student received a -2. (1) The
Page 11 and 12: Student 11 had one of the best anal
Page 13 and 14: comes to skepticism in paranormal,
Page 15 and 16: Further testing of this hypothesis
Page 17: Literature review Most of my attitu
Page 21 and 22: : discipline as a whole. This chapt
Page 23 and 24: Journal Articles; Reports - Descrip
Page 25 and 26: Discusses Bloom's Taxonomy of Cogni

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