Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

Miri, Barak; Uri, Zoller; David, Ben-Chaim

doi:10.1007/s11165-006-9029-2

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Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

Author(s): Barak Miri , Ben-Chaim David , Zoller Uri

Publication date (Print): January 12 2007

Journal: Research in Science Education

Publisher: Springer Nature

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Most cited references 22

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Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

Richard Hake (1998)

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Constructing Scientific Knowledge in the Classroom

R. Driver, H. Asoko, J. Leach … (1994)

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Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

Gregory Schraw, Kent Crippen, Kendall Hartley (2006)

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Title: Research in Science Education

Abbreviated Title: Res Sci Educ

Publisher: Springer Nature

ISSN (Print): 0157-244X

ISSN (Electronic): 1573-1898

Publication date Created: August 20 2007

Publication date (Print): January 12 2007

Volume: 37

Issue: 4

Pages: 353-369

Article

DOI: 10.1007/s11165-006-9029-2

SO-VID: d8258af9-bbeb-424b-aa80-d212b8b4f7c1

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Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

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Teaching and learning evolution

Most cited references 22

Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

Constructing Scientific Knowledge in the Classroom

Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

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