ABSTRACT
In the last decade, there has been a great deal of discussion about the need for enhancing the thinking and reasoning of American students. For example, the National Science Board Commission on Precollege Education in Mathematics, Science and Technology (1983), the College Entrance Examination Board (1983), the National Education Association (Futrell, 1987) and the American Federation of Teachers (1985), have all strongly advocated the direct teaching of thinking and reasoning as a necessary component of school reform.
