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Titolo:
TEACHER AND AT-RISK STUDENTS COGNITIONS DURING OPEN-ENDED ACTIVITIES - STRUCTURING THE LEARNING-ENVIRONMENT FOR CRITICAL THINKING
Autore:
MCBRIDE R; BONNETTE R;
Indirizzi:
TEXAS A&M UNIV COLLEGE STN TX 77843
Titolo Testata:
Teaching and teacher education
fascicolo: 4, volume: 11, anno: 1995,
pagine: 373 - 388
SICI:
0742-051X(1995)11:4<373:TAASCD>2.0.ZU;2-Z
Fonte:
ISI
Lingua:
ENG
Soggetto:
EDUCATION; SKILLS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
31
Recensione:
Indirizzi per estratti:
Citazione:
R. Mcbride e R. Bonnette, "TEACHER AND AT-RISK STUDENTS COGNITIONS DURING OPEN-ENDED ACTIVITIES - STRUCTURING THE LEARNING-ENVIRONMENT FOR CRITICAL THINKING", Teaching and teacher education, 11(4), 1995, pp. 373-388

Abstract

This study examined how a teacher structured the learning environmentto foster critical thinking with a group of at-risk students in a nontraditional classroom setting. Forty-three boys attending an outdoor summer camp and their instructor were observed and videotaped during participation in critical thinking activities. Of these, four boys and their instructor participated in stimulated-recall interviews. Student scores increased significantly on a critical thinking test and the teacher used certain behaviors significantly more than others in structuring the learning environment. Content analysis of the interviews yielded three broad constructs or quintessential eroles that appeared to represent student and teacher retrospective constructions of the learning environment.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 29/11/20 alle ore 00:49:49