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Socratic questioning is an explicit focus on framing self-directed, disciplined questions to achieve that goal. The technique of questioning or leading discussion is spontaneous, exploratory, and issue-specific. [8] The Socratic educator listens to the viewpoints of the student and considers the alternative points of view. [8]
Critical thinking. Critical thinking is the analysis of available facts, evidence, observations, and arguments in order to form a judgement by the application of rational, skeptical, and unbiased analyses and evaluation. [1] The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self- corrective ...
Thinking, Fast and Slow is a 2011 popular science book by psychologist Daniel Kahneman . The book's main thesis is a differentiation between two modes of thought: "System 1" is fast, instinctive and emotional; "System 2" is slower, more deliberative, and more logical. The book delineates rational and non-rational motivations or triggers ...
Research. A research question is "a question that a research project sets out to answer". [1] Choosing a research question is an essential element of both quantitative and qualitative research. Investigation will require data collection and analysis, and the methodology for this will vary widely.
Divergent thinking. Divergent thinking is a thought process used to generate creative ideas by exploring many possible solutions. It typically occurs in a spontaneous, free-flowing, "non-linear" manner, such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are explored in a short amount of time, and ...
The Thinker by Rodin (1840–1917), in the garden of the Musée Rodin. In their most common sense, the terms thought and thinking refer to conscious cognitive processes that can happen independently of sensory stimulation. Their most paradigmatic forms are judging, reasoning, concept formation, problem solving, and deliberation.
Think-aloud protocols involve participants thinking aloud as they are performing a set of specified tasks. Participants are asked to say whatever comes into their mind as they complete the task. This might include what they are looking at, thinking, doing, and feeling. This gives observers insight into the participant's cognitive processes ...
Think-pair-share. Think-pair-share is a collaborative teaching strategy first proposed by Frank Lyman of the University of Maryland in 1987. It can be used to help students form individual ideas, discuss and share with the others in-group. It can be used before reading or teaching a concept and works better with smaller groups. [1]