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Learning to think in a discipline is a demanding scholarly task that is not often associated with the development of university students. Although the intellectual development of postsecondary students is gaining increased attention, relating student development to the process of inquiry in different disciplines is unexplored terrain. This book attempts to come to a deeper understanding of thinking processes by exploring the approaches to thinking taken in different disciplines and then considering how these could be applied to student intellectual development.
Drawing on more than twenty-five years of research, Janet Donald shows how knowledge is structured and how professors and students perceive learning in their fields-and offers strategies for constructing and using knowledge that will help postsecondary institutions to promote students' intellectual development within and across the disciplines. The author first creates a framework for understanding student intellectual development and for learning to think in different disciplines. In succeeding chapters, she describes the principal methods of inquiry in each discipline and their effects on learning to think, examining what this means for students and how we might use it to improve the instructional process.
For faculty members, this book provides insight into the representation and development of curricula, courses, and programs to improve teaching and learning processes. Professors of education may find a specific use for the comparisons across disciplines in planning courses on teaching methods, as an aid in providing students with insight into how disciplines or fields of study are constructed, and in refining their own conceptual framework in their field. Administrators, particularly of programs and departments, will find suggestions for policy initiatives that are needed to create a supportive learning environment and for organizing teaching and learning. (From the Publisher)
Table Of Content:
Preface
The Author
ch. 1 Learning to Think: A Cross-Disciplinary Perspective
ch. 2 Orderly Thinking: Learning in a Structured Discipline
ch. 3 Hard Thinking: Applying Structured Knowledge to Unstructured Problems
ch. 4 Inductive Thinking: Knowledge-Intensive Learning
ch. 5 Multifaceted Thinking: Learning in a Social Science
ch. 6 Precedent and Reason: Case Versus Logic
ch. 7 Organizing Instruction and Understanding Learners
ch. 8 Criticism and Creativity: Thinking in the Humanities
ch. 9 Learning, Understanding, and Meaning
References
Name Index
Subject Index
Learning to think in a discipline is a demanding scholarly task that is not often associated with the development of university students. Although the intellectual development of postsecondary students is gaining increased attention, relating student development to the process of inquiry in different disciplines is unexplored terrain. This book attempts to come to a deeper understanding of thinking processes by exploring the approaches to thinking taken in different disciplines and then considering how these could be applied to student intellectual development.
Drawing on more than twenty-five years of research, Janet Donald shows how knowledge is structured and how professors and students perceive learning in their fields-and offers strategies for constructing and using knowledge that will help postsecondary institutions to promote students' intellectual development within and across the disciplines. The author first creates a framework for understanding student intellectual development and for learning to think in different disciplines. In succeeding chapters, she describes the principal methods of inquiry in each discipline and their effects on learning to think, examining what this means for students and how we might use it to improve the instructional process.
For faculty members, this book provides insight into the representation and development of curricula, courses, and programs to improve teaching and learning processes. Professors of education may find a specific use for the comparisons across disciplines in planning courses on teaching methods, as an aid in providing students with insight into how disciplines or fields of study are constructed, and in refining their own conceptual framework in their field. Administrators, particularly of programs and departments, will find suggestions for policy initiatives that are needed to create a supportive learning environment and for organizing teaching and learning. (From the Publisher)
Table Of Content:
Preface
The Author
ch. 1 Learning to Think: A Cross-Disciplinary Perspective
ch. 2 Orderly Thinking: Learning in a Structured Discipline
ch. 3 Hard Thinking: Applying Structured Knowledge to Unstructured Problems
ch. 4 Inductive Thinking: Knowledge-Intensive Learning
ch. 5 Multifaceted Thinking: Learning in a Social Science
ch. 6 Precedent and Reason: Case Versus Logic
ch. 7 Organizing Instruction and Understanding Learners
ch. 8 Criticism and Creativity: Thinking in the Humanities
ch. 9 Learning, Understanding, and Meaning
References
Name Index
Subject Index