Learning to Think: Disciplinary Perspectives
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.
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Learning in a Social Science
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ability abstract academic active analysis analyze applied approach areas asked biology challenge chemistry classroom cognitive complex concept map connections between things consistency constructivist critical thinking defined dents described disciplinary disciplines discussion elements and relations engineering English literature epistemological evaluation examine example Exhibit expected field first-year framework goals graduate groups help students hermeneutics higher-order learning humanities ical important inductive reasoning inference instructional intellectual interpretive community key concepts knowledge structures learners learning task lectures literary literary theory logical meaning methods organizing pedagogical percent perspective phenomena physical sciences physics course practice principles problem solving problem-based learning procedural knowledge programs psychology questions recognize relationships representation requires response role scientific method selection skills social sciences specific strategies students learn students need subject matter synthesis teacher education teaching theory thinking processes tion torts undergraduate understanding validity verification