22784670
Descripción
Mapa Mental por Grace Cadena, actualizado hace más de 1 año
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Creado por Grace Cadena
hace casi 4 años
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Critical Thinking and
Problem-Solving
- Barriers to Problem-Solving
- * Students problems = Teacher designs a better plan
- Cognitive Strategies
- Learning styles
- Learning preferences
- Mental Models
- Assumptions
- Real and perceived constraints and threats
- Cognitive Strategies
- * Students problems = Teacher designs a better plan
- Tools for
Problem-Solving
- 1. Animation
Software
- * Desing for all ages
- Eg. Illustrative concepts
- Eg. Illustrative concepts
- * Desing for all ages
- 2. Case Studies
- *Focus on complex
content
- case for each group
- present problems, and
possible solutions
- present problems, and
possible solutions
- case for each group
- *Focus on complex
content
- 3. Concept Maps
- Design a Visual information
- Determine relations with information
- Determine relations with information
- Design a Visual information
- 5. Dialogue and
Questions
- Scaffold
- develop by asking questions
- prepare a discussion
- write questions by online
- write questions by online
- prepare a discussion
- develop by asking questions
- Scaffold
- 6. Digital
Recordings (Audio
and Video)
- create in many devices
- express and share ideas,
opinions.
- collect information
(interviews)
- collect information
(interviews)
- express and share ideas,
opinions.
- create in many devices
- 6. Flowcharts
- structures diagrams
- register information progress
- E.g. Computer, Programmin-
Use logical reasoning
- E.g. Computer, Programmin-
Use logical reasoning
- register information progress
- structures diagrams
- 7. Geographic
information system
(GIS)
- extensive Computer
Program
- Visualizae ,
Analize,
Geographic Data
- oning new schoolE.g Prange
Conty,Schools uses GIS for
razn
- oning new schoolE.g Prange
Conty,Schools uses GIS for
razn
- 8. Learning Contracts
- teachers and instructors
- explore
problem-solving
abilities for solutions
- E.G REsearch
students use
notecards to present
topics
- E.G REsearch
students use
notecards to present
topics
- 9. Mind Maps
- graphic representations
- dissert a content in a
pieces
- E.g. support
students to
analize the
parts of a topic
- E.g. support
students to
analize the
parts of a topic
- 10. Peer Learning
- participants
serveas advisors
- explain a provide a
feedback
- Eg. Ss form groups
and chek a
problem-solving
task
- Eg. Ss form groups
and chek a
problem-solving
task
- explain a provide a
feedback
- 11. Statistical Software
- Software program
- Perform
quantitative data
- Eg. users can
identify the most
appropriate statical
test
- Eg. users can
identify the most
appropriate statical
test
- Perform
quantitative data
- 12. Three- Dimensional Modeling
- specialized software
- portrays a 3D
model of an object
- Eg. Assisst learners to
understand design
processes
- Eg. Assisst learners to
understand design
processes
- portrays a 3D
model of an object
- 13. Virtual Reality
Programs
- involces waening eyepieces
- Eg.
educators
acelerate
problem-solving
with
virtual
experiences
- Eg.
educators
acelerate
problem-solving
with
virtual
experiences
- involces waening eyepieces
- specialized software
- Software program
- participants
serveas advisors
- dissert a content in a
pieces
- graphic representations
- explore
problem-solving
abilities for solutions
- teachers and instructors
- Visualizae ,
Analize,
Geographic Data
- extensive Computer
Program
- 4. Databases
- free access for public web
pages
- Government, MINEDUC
- Government, MINEDUC
- free access for public web
pages
- 1. Animation
Software
- Critical thinking
- 1. Bloom't Taxonomy (1956)
- Cognitive process
- Transition into
higher-order
thinking skills
- Transition into
higher-order
thinking skills
- Cognitive process
- 2. Laxman, 2010; Nosich, 2011;
Shah, 2010; Winch, 2006
- - Systematic approach:
- - evaluates
information
- - develops
viable solutions
- - tests solutions:
solves problems
- - tests solutions:
solves problems
- - develops
viable solutions
- - evaluates
information
- " - Critical thnker's
characteristics (Jonassen et
al.,2003; Thompson, 2011)"
- - creative
- - curious
- - simple answers
are not enough
- - multiple
solutions
- - multiple
solutions
- - simple answers
are not enough
- - curious
- - creative
- - Systematic approach:
- 3. Foundation for Critical Thinking (2007)
- - Elder and Paul (2007)-
Element standards:
- 1. Generating puposes
- 2. Raising questions
- 3. Using information
- 4. Using concepts
- 5. Making inferences
- 6. Making assumptions
- 7. Generating implications
- 8. Embodying a point of view
- 8. Embodying a point of view
- 7. Generating implications
- 6. Making assumptions
- 5. Making inferences
- 4. Using concepts
- 3. Using information
- 2. Raising questions
- 1. Generating puposes
- - Elder and Paul (2010)- Universal
intellectual standards:
- 1. Clarity
- 2. Accuracy
- 3. Precision
- 4. Relevance
- 5. Depth
- 6. Breadth
- 7. Logic
- 8. Fairness
- 8. Fairness
- 7. Logic
- 6. Breadth
- 5. Depth
- 4. Relevance
- 3. Precision
- 2. Accuracy
- 1. Clarity
- - Elder and Paul (2007)-
Element standards:
- 1. Bloom't Taxonomy (1956)
- Problem-solving
- Process:
- - Pose, test, refine solutions
- - Gain deeper, personal
comprehension of the
concepts and issues
- - Meaning-making
- - Meaning-making
- - Gain deeper, personal
comprehension of the
concepts and issues
- - Pose, test, refine solutions
- "Techniques Facilitate
critical thinking reflection
and meaning-making"
- - Peer dialogue
- - Questioning
- - Journaling
- - Think aloud
- - Presentation of
solutions for
others
- - Defending for the
solution
- - Deconstructing the
solution
- - Deconstructing the
solution
- - Defending for the
solution
- - Presentation of
solutions for
others
- - Think aloud
- - Journaling
- - Questioning
- - Peer dialogue
- Common model
- 1. Define the problem
- 2. Identify the root
cause
- 3. Develop alternative
solutions
- 4. Choose a solution to
test
- 5. Test solution
- 6. Evaluate result of
testing
- 6. Evaluate result of
testing
- 5. Test solution
- 4. Choose a solution to
test
- 3. Develop alternative
solutions
- 2. Identify the root
cause
- 1. Define the problem
- TASC Model
- 1. Gather/ organize knowledge about the task.
- 2. Identify what the task is.
- 3. Generate ideas about it.
- 4. Decide which the best idea is.
- 5. Implement the idea
- 6. Evaluate the idea.
- 7. Communicate tour idea
- 8. Learn from your experience
- 8. Learn from your experience
- 7. Communicate tour idea
- 6. Evaluate the idea.
- 5. Implement the idea
- 4. Decide which the best idea is.
- 3. Generate ideas about it.
- 2. Identify what the task is.
- 1. Gather/ organize knowledge about the task.
- Process:
Recursos multimedia adjuntos
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