Conference article

Building Thinking Skills in Thinking Classrooms

Carol McGuinness
Queen’s University, Northern Ireland

Angela Eakin
Queen’s University, Northern Ireland

Carol Curry
Queen’s University, Northern Ireland

Noel Sheehy
Queen’s University, Northern Ireland

Brendan Bunting
University of Ulster, Northern Ireland

Download article

Published in: The 13th International Conference on Thinking Norrköping; Sweden June 17-21; 2007

Linköping Electronic Conference Proceedings 21:15, p. 109-114

Show more +

Published: 2007-07-20

ISBN:

ISSN: 1650-3686 (print), 1650-3740 (online)

Abstract

A longitudinal evaluation of the effects of a metacognitively-rich pedagogy on children’s thinking skills in primary classrooms in Northern Ireland is reported (ACTS – Activating Children’s Thinking Skills). Participating in ACTS produced positive changes in children’s self-evaluations of their learning and thinking strategies. However; the changes took time to build and were not even across all learners. The implications for classroom practices for teaching thinking; and for school reform; are noted.

Keywords

Metacognition; thinking skills; pedagogy; primary school; evaluation

References

ADEY, P., SHAYER, M. (1994) Really Raising Standards: Cognitive Iintervention and Academic Achievement, London: Routledge

AMERICAN PSYCHOLOGICAL ASSOCIATION. (1997). Learner-Centered Psychological Principles: A Framework for School Redesign and Reform, www.apa.org.ed.lcp.html, accessed 1 August, 2005.

BOEKAERTS, M. (1997) ”Self-regulated Learning: A New Concept embraced by Researchers, Policy-Makers, Educators, Teachers, and Students”, Learning and Instruction, Vol. 7. pp 161-186

BRUER, J.T. (1993) Schools for Thought: A Science for Learning in the Classroom, Cambridge: MIT Press/Bradford Books

KUHN, D. (1999) ”Metacognitive Development”, Balter, L., Tamis-Lemonda, C.S. (Eds.) Child Psychology: A Handbook of Contemporary Issues, Philadelphia: Psychology Press, pp 259-286

MERCER, N. (2000) Words and Mind: How We Use Language to Think Together. London: Routledge

MCCOMBS, B.L., LAUER, P.A. (1997) ”Development and Validation of the Learner-Centered Battery: Self-assessment Tools for Teacher Reflection and Professional Development”, The Professional Educator, Vol 20, No 3. pp 1-21

MCGUINNESS, C. (2005) ”Teaching Thinking: Theory and practice”, British Journal of Educational Psychology, Special Monograph Series, Pedagogy – Learning for Teaching, No 3. pp 107-127

SHAYER, M., ADEY, P. (2002) Learning Intelligence: Cognitive Acceleration across the Curriculum from 5 to 15 years, Buckinghamshire: Open University Press

SWARTZ, R., PARKS, S. (1994) Infusing the Teaching of Critical and Creative Thinking into Content Instruction: A Lesson Design Handbook for the Elementlry Grades. California: Critical Thinking Press and Software

TISHMAN, S., PERKINS, D., JAY, E. (1995) The Thinking Classroom: Learning and Teaching in a Culture of Thinking. Boston, MA: Allyn & Bacon.

WELLS, G. (1999). Dialogic Inquiry: Toward a Sociolcultural Practice and Theory of Education. Cambridge: Cambridge University Press  

Citations in Crossref