Moseley David, Baumfield Vivienne. Frameworks for Thinking: A Handbook for Teaching and Learning

Cambridge University Press, 2005. — 378 p. — ISBN 9780521848312, 9780521848312.This handbook focuses on the thinking processes necessary for learning by providing descriptions and evaluations of 42 major frameworks--including Bloom's taxonomy, de Bono's lateral and parallel thinking tools, Gardner's theory of multiple intelligences and Paul's model of critical thinking. Unique in its comprehensive coverage and interdisciplinary approach, it offers easy-to-grasp summary tables for each major theorist for speedy reference. A valuable tool for students needing to understand different ways of thinking, it will also be an essential resource for teachers, curriculum developers, researchers and policy-makers.List of figures
List of tables
Notes on authors
ForewordSelection of frameworks
Description and evaluation of individual frameworks
How to use this handbook
Overview of what follows
The nature of thinking and thinking skills
Perspectives on thinking
What is thinking?
Psychological perspectives
Sociological perspectives
Philosophical perspectives
Thinking skills in education
Lists, inventories, groups, taxonomies and frameworks
Bringing order to chaos
Objects of study
Utility
ExamplesFrameworks dealing with instructional designTime sequence of the instructional design frameworks
Description and evaluation of the instructional design frameworks
Bloom’s taxonomy of educational objectives: cognitive domain
Feuerstein’s theory of mediated learning through Instrumental Enrichment
Gagne’s eight types of learning and five types of learned capability
Ausubel and Robinson’s six hierarchically-ordered categories
Williams’ model for developing thinking and feeling processes
Hannah and Michaelis’ comprehensive framework for instructional objectives
Stahl and Murphy’s domain of cognition taxonomic system
Biggs and Collis’ SOLO taxonomy: Structure of the Observed Learning
Outcome Quellmalz’s framework of thinking skills
Presseisen’s models of essential, complex and metacognitive thinking skills
Merrill’s instructional transaction theory
Anderson and Krathwohl’s revision of Bloom’s taxonomy of educational objectives
Gouge and Yates’ ARTS Project taxonomies of arts reasoning and thinking skills
Some issues for further investigation
Frameworks dealing with productive thinkingTime sequence of the productive-thinking frameworks
Description and evaluation of productive-thinking frameworks
Altshuller’s TRIZ Theory of Inventive Problem Solving
Allen, Feezel and Kauffie’s taxonomy of concepts and critical abilities related to the evaluation of verbal arguments
De Bono’s lateral and parallel thinking tools
Halpern’s reviews of critical thinking skills and dispositions
Baron’s model of the good thinker
Ennis’ taxonomy of critical thinking dispositions and abilities
Lipman’s three modes of thinking and four main varieties of cognitive skill
Paul’s model of critical thinking
Jewell’s reasoning taxonomy for gifted children
Petty’s six-phase model of the creative process
Bailin’s intellectual resources for critical thinking
Some issues for further investigation
Frameworks dealing with cognitive structure and/or developmentTime sequence of theoretical frameworks of cognitive structure and/or development
Description and evaluation of theoretical frameworks of cognitive structure and/or development
Piaget’s stage model of cognitive development
Guilford’s Structure of Intellect model
Perry’s developmental scheme
Gardner’s theory of multiple intelligences
Koplowitz’s theory of adult cognitive development
Belenky’s «Women’s Ways of Knowing» developmental model
Carroll’s three-stratum theory of cognitive abilities
Demetriou’s integrated developmental model of the mind
King and Kitchener’s model of reflective judgment
Pintrich’s general framework for self-regulated learning
Theories of executive function
Some issues for further investigation
Seven «all-embracing» frameworksTime sequence of the all-embracing frameworks
Description and evaluation of seven all-embracing frameworks
Romiszowski’s analysis of knowledge and skills
Wallace and Adams’ «Thinking Actively in a Social Context» (TASC)
Jonassen and Tessmer’s taxonomy of learning outcomes
Hauenstein’s conceptual framework for educational objectives
Vermunt and Verloop’s categorisation of learning activities
Marzano’s new taxonomy of educational objectives
Sternberg’s model of abilities as developing expertise
Some issues for further investigation
Moving from understanding to productive thinking: implications for practice
Overview
Thinking, learning and teaching
How are thinking skills classified?
Using thinking skill frameworks
Which frameworks are best suited to specific applications?
Developing appropriate pedagogies
Other applications of the frameworks and models
In which areas is there extensive or widely accepted knowledge?
In which areas is knowledge very limited or highly contested?
Constructing an integrated framework