The effect of teaching thinking skills on transfer of knowledge in social studies (Record no. 20504)

MARC details
000 -LEADER
fixed length control field 02690nam a2200217Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Assaad, Ghada Emile
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The effect of teaching thinking skills on transfer of knowledge in social studies
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2005
300 ## - PHYSICAL DESCRIPTION
Extent 91 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Some educational researches have pointed out that learning how to think is not a by- product of studying certain subjects, assimilating the products of someone else's thinking, or simply being asked to think about a subject or topic (Beyer, 1991; De Bono, 1983; Nickerson, Perkins, & Smith, 1985). By concentrating on th e detail of the subject matter being studied, most common approaches so obscure the skills of how to engage in thinking that students fail to master them. The p urpose of the study was to examine the effectiveness of transfer of CoRT 1, Brea dth program skills to social studies, specifically history. It investigated the effect of explicitly teaching CoRT 1 skills on academic achievement in history. The study also attemp ted to reveal the role of the skills in enhancing this academic achievement. An experimental pretest- posttest control group design was used. The sample included 38 grade 8 students of both sexes from a private school in Mount Lebanon. The experimental group was trained in CoRT- 1 skills, 7 sessions distributed over 7 weeks. The control group maint ained the regular schedule in history. Achievement was assessed through four essay questions administered as pre and posttests. The study revealed significant effect of experimental training on academic achie vement. Moreover, the results of the experimental group revealed that essays ass igned a high score were those in which students were able to generate enough his torical information, to relate historical ideas, and to identify historical info rmation relevant to the meaning of the skill.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Capacités élevées de réflexions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement des études sociales (plusieurs)
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element High Order Thinking Skills
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Social studies (more than one subject)
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المهارات العليا في التفكير
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم الاجتماعيات (أكثر من مادة)
856 ## - ELECTRONIC LOCATION AND ACCESS
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942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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