Abstract
Abstract : Psychological science is obtaining increased understanding of the nature of human thinking and problem solving. This report addresses the question of how this understanding contributes to instructional practices that might foster these higher order abilities. A brief discussion of the implications of past theories for the teaching of thinking introduces a description of a sample of current programs for improving reasoning and problem-solving skills and related learning abilities. These efforts are then considered in the light of current theory and findigns in cognitive science, developmental psychology, and the study of human intelligence. The interaction between the development of problem-solving and learning skills and the acquisition of structures of domain- specific knowledge is discussed. Suggestions are made for developing thinking abilities in the context of the acquisition of knowledge and skill.
Keywords
PsychologyCognitive psychologySocial psychologyKnowledge managementEpistemologyPedagogyComputer science
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Publication Info
- Year
- 1984
- Type
- article
- Volume
- 39
- Issue
- 2
- Pages
- 93-104
- Citations
- 1203
- Access
- Closed
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Cite This
Robert Glaser
(1984).
Education and thinking: The role of knowledge..
American Psychologist
, 39
(2)
, 93-104.
https://doi.org/10.1037/0003-066x.39.2.93
Identifiers
- DOI
- 10.1037/0003-066x.39.2.93