17.392 new book (Kluwer)

From: Humanist Discussion Group (by way of Willard McCarty willard.mccarty@kcl.ac.uk)
Date: Wed Nov 12 2003 - 05:05:09 EST

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                   Humanist Discussion Group, Vol. 17, No. 392.
           Centre for Computing in the Humanities, King's College London
                         Submit to: humanist@princeton.edu

             Date: Wed, 12 Nov 2003 09:20:59 +0000
             From: Willard McCarty <willard.mccarty@kcl.ac.uk>
             Subject: new book

    Higher Order Thinking in Science Classrooms: Students' Learning and Teachers'
    Professional Development


    Anat Zohar
    School of Education, Hebrew University, Jerusalem, Israel


    How can educators bridge the gap between "big" ideas about teaching
    students to think and educational practice? This book addresses this
    question by a unique combination of theory, field experience and elaborate
    educational research. Its basic idea is to look at science instruction with
    regard to two sets of explicit goals: one set refers to teaching science
    concepts and the second set refers to teaching higher order thinking.
    This book tells about how thinking can be taught not only in the rare and
    unique conditions that are so typical of affluent experimental educational
    projects but also in the less privileged but much more common conditions of
    educational practice that most schools have to endure. It provides
    empirical evidence showing that students from all academic levels actually
    improve their thinking and their scientific knowledge following the
    thinking curricula, and discusses specific means for teaching higher order
    thinking to students with low academic achievements. The second part of the
    book addresses issues that pertain to teachers' professional development
    and to their knowledge and beliefs regarding the teaching of higher order
    This book is intended for a very large audience: researchers (including
    graduate students), curricular designers, practicing and pre-service
    teachers, college students, teacher educators and those interested in
    educational reform. Although the book is primarily about the development of
    thinking in science classrooms, most of it chapters may be of interest to
    educators from all disciplines.

    Hardbound ISBN: 1-4020-1852-5 Date: January 2004 Pages: 260 pp.
    EURO 99.00 / USD 109.00 / GBP 63.00

    Dr Willard McCarty | Senior Lecturer | Centre for Computing in the
    Humanities | King's College London | Strand | London WC2R 2LS || +44 (0)20
    7848-2784 fax: -2980 || willard.mccarty@kcl.ac.uk

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