ABSTRACT
Numerous attempts to teach thinking strategies have been made in elementary and secondary school classrooms in recent years. Some schools have adopted one of the many curriculum packages that are currently being marketed while other teachers have maintained that such instruction in thinking skills is part of their daily program. Researchers continue to amass evidence to support both of these procedures. In spite of these many efforts, few have been able to make any claims that the instruction in thinking has transferred to other academic areas or to other parts of the child's daily life (Sternberg & Bhana, 1986).
