The Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there are questions about what we mean by ‘thinking’, how best to teach it and how best to assess it, and it is these questions that this handbook explores and addresses.

Containing surveys and summaries of international, cutting-edge research on every aspect of teaching thinking in a range of contexts, the handbook is thorough in its delivery, examining many different approaches and methods to help readers understand what teaching thinking is and how we can best take this movement forward. Key topics include:

• Theoretical perspectives on teaching thinking

• Approaches for teaching thinking

• Developing creative thinking

• Developing critical thinking and metacognition

• The assessment of thinking

• Teaching thinking in the context of STEM

• Collaborative thinking and new technology

• Neuro-educational research on teaching thinking

This book is an essential guide for policy-makers, teachers and researchers who are interested in teaching thinking

chapter |8 pages


ByRupert Wegerif, Li Li, James C. Kaufman

part |60 pages

Theory, history and context of teaching thinking

chapter |8 pages

Teaching for thinking

Ethical reasoning
ByRobert J. Sternberg

chapter |10 pages

A recent history of teaching thinking

BySteve Higgins

chapter |16 pages

Teaching thinking

An ideological perspective
ByYoram Harpaz

chapter |11 pages

There's more to thinking than the intellect

ByDouglas P. Newton

part |82 pages

Approaches to teaching thinking

chapter |9 pages

Tools for inquiry

The role of thinking skills approaches in developing pedagogy as theory
ByVivienne Baumfield

chapter |12 pages

How to improve thinking

ByPhil N. Johnson-Laird

chapter |10 pages

Philosophy for children

Short and long term effects
ByKeith J. Topping, Steve Trickey

chapter |12 pages

Teaching for successful intellectual styles

ByLi-fang Zhang

chapter |12 pages

The prospects of cognitive (brain) training as an aid for teaching thinking

ByOshin Vartanian, Erin L. Beatty

part |76 pages

Creativity and creative thinking

chapter |15 pages

Possibility thinking

From what is to what might be
ByAnna Craft

chapter |13 pages

Promoting creativity in Chinese classrooms

An examination based on educational policies
ByZhaocun Li, Amber Johnston

chapter |10 pages

What we want impacts how we create

Creativity, motivation and goals
ByJames C. Kaufman, Roni Reiter-Palmon, Ryan Royston

chapter |11 pages

Teaching creative thinking in K12 schools

Lingering challenges and new opportunities
ByRonald A. Beghetto

chapter |15 pages

Thinking creatively across the lifespan

ByAnna Hui, Mavis He, Elaine Liu-Au, Constance Ching

part |62 pages

Critical thinking and metacognition

chapter |14 pages

Metacognition and teaching higher order thinking (HOT) in science education

Students' learning, teachers' knowledge and instructional practices
ByAnat Zohar, Sarit Barzilai

chapter |12 pages

Metacognitive learning environments

An approach to metacognition research
ByShirley Larkin

chapter |9 pages

Thinking about metacognition improves thinking

ByMarcel V. J. Veenman

part |66 pages

The assessment of thinking

chapter |14 pages

Do they really work?

Evidence for the efficacy of thinking skills approaches in affecting learning outcomes: the need for a broader perspective
ByRobert Burden

chapter |10 pages

Assessing critical thinking in our students

ByHeather A. Butler

chapter |15 pages

Assessing creative thinking

Practical applications
ByHaiying Long, Jonathan A. Plucker

chapter |11 pages

A model for the assessment of rational thought and its potential operationalization

ByRichard F. West, Keith E. Stanovich

part |70 pages

Teaching thinking in STEM subjects

chapter |12 pages

STEM education and problem-based learning

ByAreej M. Adel El Sayary, Sufian A. Forawi, Nasser Mansour

chapter |9 pages

The teaching and learning of probabilistic thinking

Heuristic, informal and fallacious reasoning
ByEgan J. Chernoff, Bharath Sriraman

chapter |10 pages

Cognitive acceleration through science education

The CASE for thinking through science
ByMary Oliver, Grady Venville

chapter |14 pages

Epistemic practices and thinking in science

Fostering teachers' development in scientific argumentation
BySibel Erduran, Merce Garcia-Mila

chapter |9 pages

Teaching engineers to think creatively

Barriers and challenges in STEM disciplines
ByDavid H. Cropley

chapter |14 pages

Teaching mathematics creatively

ByAi-Girl Tan

part |54 pages

Teaching thinking through collaboration and new technology

chapter |14 pages

Technology and teaching thinking

Why a dialogic approach is needed for the twenty-first century
ByRupert Wegerif

chapter |10 pages

Becoming a questioner in a philosophy class

ByBaruch B. Schwarz, Benzi Slakmon

chapter |12 pages

Thinking, interthinking, and technological tools

BySimon Knight, Karen Littleton