arabera VALERI MORALES HERNÁNDEZ 3 years ago
335
Honelako gehiago
Teaching and creativity
An important teaching goal is to help students become more creative
Steps in creative process
The creative process is often described as a five-step sequence: 1. Preparation. Students become immersed in a problem issue that interests them and their curiosity is aroused. 2. Incubation. Students churn ideas around in their head, a point at which they are likely to make some unusual connections in their thinking. 3. Insight. Students experience the “Aha!” moment when all pieces of the puzzle seem to fit together. 4. Evaluation. Now students must decide whether the idea is valuable and worth pursuing. They need to think, “Is the idea novel or is it obvious?” 5. Elaboration. This final step often covers the longest span of time and involves the hardest work.
Most individuals make better decisions when they are calm rather than emotionally aroused, which may especially be true for adolescents. Thus, the same adolescent who makes a wise decision when calm may make an unwise decision when emotionally aroused. One proposal to explain adolescent decision making is the dual-process model, which states that decision making is influenced by two cognitive systems, one analytical and one experiential, which compete with each other
Hindsight bias. Is our tendency to falsely report, after the fact, that we accurately predicted an event.
Overconfidence bias. Is the tendency to have more confidence in judgments and decisions than we should have, based on probability or past experience
Belief perseverance. Is the tendency to hold on to a belief in the face of contradictory evidence.
Confirmation Bias. One type of bias is confirmation bias, the tendency to search for and use information that supports our ideas rather than refutes them.
An increasing number of technology applications are available to improve students’ critical thinking skills. David Jonassen (2006, 2010) argues that one of the best uses of technology in education involves computer applications that encourage students to think critically about the content they are studying.
Adolescence is an important transitional period in the development of critical thinking. Several cognitive changes occur during adolescence that allow improved critical thinking, including the following: ● Increased speed, automaticity, and capacity of information processing, which frees cognitive resources for other purposes. ● More knowledge in a variety of domains ● An increased ability to construct new combinations of knowledge ● A greater range and more spontaneous use of strategies or procedures such as planning, considering alternatives, and cognitive monitoring
Here are some ways teachers can consciously build critical thinking into their lesson plans: ● Ask not only what happened but also “how” and “why.” ● Examine supposed “facts” to determine whether there is evidence to support them. ● Argue in a reasoned way rather than through emotions. ● Recognize that there is sometimes more than one good answer or explanation. ● Compare various answers to a question and judge which is really the best answer. ● Evaluate and possibly question what other people say rather than immediately accepting it as the truth. ● Ask questions and speculate beyond what we already know to create new ideas and new information.
Mindfulness is a key to critical thinking. Mindfulness means being alert, mentally present, and cognitively flexible while going through life’s everyday activities and tasks. Mindful students maintain an active awareness of the circumstances in their lives. Mindful students create new ideas, are open to new information, and are aware of more than one perspective.
Deductive reasoning is reasoning from the general to the specific. Deductive reasoning is always certain in the sense that if the initial rules or assumptions are true, then the conclusion will be correct
Reasoning from the specific to the general is inductive reasoning. It consists of drawing conclusions (forming concepts) about all members of a category based on observing only some of its members. An important aspect of inductive reasoning is repeated observation. Through repeated observation, information about similar experiences accumulates to the point that a repetitive pattern can be detected and a more accurate conclusion drawn about it.
Once we think we have solved a problem, we might not know whether our solution is effective unless we evaluate it.
Once students find a problem and clearly define it, they need to develop strategies for solving it. Among the effective strategies are setting subgoals and using algorithms, heuristics, and means-end analysis.
Before you can solve a problem, you must recognize that it exists.
In prototype matching, individuals decide whether an item is a member of a category by comparing it with the most typical item(s) of the category. The more similar the item is to the prototype, the more likely it is that the individual will say the item belongs to the category; the less similar, the more likely the person will judge that it doesn’t belong in the category.
Students benefit from the practice of hypothesis testing in order to determine what a concept is and is not. Hypotheses are specific assumptions and predictions that can be tested to determine their accuracy.
Categorization is important because once a concept is categorized it can take on characteristics and features from being a member of a category. A concept map is a visual presentation of a concept’s connections and hierarchical organization. Getting students to create a map of a concept’s features or characteristics can help them to learn the concept
An important aspect of teaching concepts is to clearly defi ne them and give carefully chosen examples. The rule-example strategy is an eff ective way to do this. The strategy consists of four steps: 1. Define the concept. In addition to identifying the concept’s key features or characteristics, link it to a superordinate concept,which is a larger class into which it fits. 2. Clarify terms in the definition. Make sure that the key features or characteristics are well understood. 3. Give examples to illustrate the key features or characteristics. 4. Provide additional examples. Ask students to categorize concepts, explain their categorization, or have them generate their own examples of the concept.
An important aspect of concept formation is learning the key features, attributes, or characteristics of the concept. Th ese are the defining elements of a concept, the dimensions that make it different from another concept.