Overview

In colleges and universities, there is increasing demand to help students learn how to conceptualize, analyze, and reason. Learning to Think presents a model of learning that takes into account the different ways learning occurs in different academic disciplines and explores the relationship between knowledge and thinking processes. Janet Donald--a leading researcher in the field of postsecondary teaching and learning--presents a framework for learning that goes beyond the acquisition of knowledge to encompass ways of constructing and utilizing it within and across disciplines. The author discusses how learning occurs in different academic disciplines and reveals how educators can improve the teaching and learning process in their classrooms and programs.

Full Product Details

Author:   Janet Donald
Publisher:   John Wiley & Sons Inc
Imprint:   Jossey-Bass Inc.,U.S.
Dimensions:   Width: 18.60cm , Height: 3.20cm , Length: 24.30cm
Weight:   0.784kg
ISBN:  

9780787910327

ISBN 10:   0787910325
Pages:   352
Publication Date:   25 March 2002
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Out of Stock Indefinitely
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Preface. The Author. 1. Learning to Think: A Cross Disciplinary Perspective. 2. Orderly Thinking: Learning in a Structured Discipline. 3. Hard Thinking: Applying Structured Knowledge to Unstructured Problems. 4. Inductive Thinking: Knowledge Intensive Learning. 5. Multifaceted Thinking: Learning in a Social Science. 6. Precedent and Reason: Case Versus Logic. 7. Organizing Instruction and Understanding Learners. 8. Criticism and Creativity: Thinking in the Humanities. 9. Learning, Understanding, and Meaning. References. Name Index. Subject Index.

Reviews

""If the higher education community heeds this book and begins to understand it s implications, then progress will be made "" (The Journal of Higher Education, 7/1/2007, Vol. 75. No. 4) ""very scholarly and extensively well researched reference book will become a classic in it s field."" (Choice, November 2002)

If the higher education community heeds this book and begins to understand it s implications, then progress will be made (The Journal of Higher Education, 7/1/2007, Vol. 75. No. 4) very scholarly and extensively well researched reference book will become a classic in it s field. (Choice, November 2002)

Author Information

Janet Donald is professor in the Centre for University Teaching and Learning at the Department of Educational and Counseling Psychology at McGill University. Her research has focused on the quality of postsecondary learning and teaching, particularly on fostering higher order learning. She has received numerous awards for her work and was elected a Fellow of the Royal Society of Canada in 2001.

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