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Cases on Teaching Critical Thinking through Visual Representation Strategies

Book Description

One of the most important aspects of a comprehensive education involves teaching students to analyze arguments and form their own opinions based on available information. Visual and graphical mapping strategies are useful in helping students to consider problems from a variety of perspectives. Cases on Teaching Critical Thinking through Visual Representation Strategies brings together research from scholars and professionals in the field of education to provide new insights into the use of visual aids for student development in reasoning and critical thinking. This essential reference source will enable academics, researchers, and practitioners in fields such as education, business, and technology to more effectively foster students’ critical thinking skills.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
    2. List of Reviewers
  6. Foreword
  7. Preface
    1. CHAPTERS
    2. OUR INVITATION FOR YOU TO READ ON
  8. Acknowledgment
  9. Introduction
    1. EXECUTIVE SUMMARY
    2. THINKING CRITICALLY ABOUT VISUAL REPRESENTATIONS: A VISUAL JOURNEY TO UNDERSTAND CRITICAL THINKING
    3. INTRODUCTION
    4. CRITICAL THINKING AND VISUAL REPRESENTATION
    5. CRITICAL THINKING IS A COMPLEX REASONING OR THINKING SKILL MADE BETTER WITH VISUAL REPRESENTATIONS
    6. MAPPING SKILLS AND A LEARNING PROGRESSION
    7. BALANCING FORMATIVE AND SUMMATIVE ASSESSMENT
    8. CROSS-CULTURAL COMMUNICATIONS AND COLLABORATION
    9. CONCLUSION
    10. ADDITIONAL READING
    11. REFERENCES
    12. KEY TERMS AND DEFINITIONS
  10. Section 1: Teaching, Learning and Assessment
    1. Chapter 1: The Nature of Third Grade Student Experiences with Concept Maps to Support Learning of Science Concepts
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. BACKGROUND
      4. RESEARCH APPROACH AND DESIGN
      5. STUDY MODEL
      6. SUMMARY
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Critical Thinking and Writing Informational Texts in a Grade Three Classroom
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. CRITICAL THINKING, WRITING AND VISUAL REPRESENTATION
      4. WRITING INFORMATIONAL TEXTS
      5. MENTOR TEXTS
      6. OVERVIEW OF THE INSTRUCTIONAL PROCEDURE: “ALL ABOUT…” BOOKS
      7. STARTING REFLECTIONS
      8. THE TEACHING STRATEGY
      9. INSTRUCTIONAL IMPLICATIONS
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    3. Chapter 3: Examples of Concept Mapping in a School Setting
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. 1. CONCEPT MAPPING: SELECTED INFORMATION
      4. 2. CONCEPT MAPPING RELATED TO SEQUENCE AND SHORT TERM MEMORY
      5. 3. INCREASING UNDERSTANDING THROUGH CONCEPT MAPPING
      6. 4. CONCEPT MAPPING AS RELATED TO LONG TERM MEMORY
      7. 5. CRITICAL THINKING AND BIG PICTURE UNDERSTANDING PRACTICED THROUGH CONCEPT MAPPING
      8. 6. THE ROLE OF CONCEPT MAPPING WITH PAPERS, ESSAYS, RESEARCH AND PROJECTS
      9. 7. TACKLING TEXTBOOKS, LECTURES AND DOCUMENTARIES THROUGH CONCEPT MAPPING
      10. 8. DIGITAL: THE NEW KID ON THE BLOCK
      11. 9. SOME HOW-TO TIPS TO BUILD MAPPING SKILLS AND MISCELLANEOUS USES OF CONCEPT MAPPING
      12. 10. OBSERVATIONS FROM A WHOLE SCHOOL IMPLEMENTATION
      13. CONCLUSION, SUMMARY, AND A CALL TO ACTION
      14. REFERENCES
      15. KEY TERMS AND DEFINITIONS
    4. Chapter 4: Can Mapping Improve the Quality of Critical Thinking in Essay Writing in an Introductory Level, Core Curriculum Class?
      1. ABSTRACT
      2. INTRODUCTION
      3. METHOD
      4. RESULTS
      5. DISCUSSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    5. Chapter 5: A Case on Teaching Critical Thinking and Argument Mapping in a Teacher Education Context
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. TEACHING CRITICAL THINKING: CHALLENGES AND PROSPECTS
      4. ORGANIZATION BACKGROUND
      5. SETTING THE STAGE
      6. CASE DESCRIPTION
      7. CURRENT CHALLENGES FACING THE ORGANIZATION
      8. SOLUTIONS AND RECOMMENDATIONS
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    6. Chapter 6: Confronting Critical Thinking Challenges “in” the College Classroom
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. BACKGROUND
      4. IMPLEMENTATION
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
    7. Chapter 7: Making Sense of Intercultural Interaction
      1. EXECUTIVE SUMMARY
      2. KEY IDEAS FROM LEARNING THEORY
      3. STRUCTURING CONCEPT MAPPING AND VISUALIZATION
      4. APPLICABILITY OF MAPPING/VISUALIZATION ACTIVITIES TO LEARNING INTERCULTURAL COMMUNICATION
      5. COURSE SETTING
      6. THE NATURE OF INTERCULTURAL COMMUNICATION
      7. RELATION OF ACTIVITY TO OTHER COURSEWORK
      8. TECHNOLOGY CONSIDERATIONS
      9. ACTIVITY DESCRIPTION
      10. APPRAISAL OF ACTIVITY
      11. CONCLUSION
      12. REFERENCES
      13. KEY TERMS AND DEFINITIONS
      14. APPENDIX
    8. Chapter 8: Self-Inquiry and Group Dynamics
      1. EXECUTIVE SUMMARY
      2. ORGANIZATION BACKGROUND
      3. SETTING THE STAGE
      4. CASE DESCRIPTION
      5. SOLUTIONS AND RECOMMENDATIONS
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    9. Chapter 9: Teaching Critical Thinking to First-Year Medical Students through Concept Mapping
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. CONCEPT MAPPING A POWERFUL TOOL FOR TEACHING CRITICAL THINKING
      4. CLINICAL-CASE- BASED WORKSHOPS
      5. THE ROLE OF CONCEPT MAPPING IN TEACHING CRITICAL THINKING AND THE RETENTION OF MATERIAL
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
      8. APPENDIX 1
      9. APPENDIX 2
      10. APPENDIX 3
    10. Chapter 10: Concept Maps as Replacements of Written Essays in Efficient Assessment of Complex Medical Knowledge
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. BACKGROUND
      4. CASE STUDY APPROACH
      5. RESULT: THE PROCESS OF MARKING A CONCEPT-MAP ASSIGNMENT
      6. RESULT: FASTER TO MARK THAN WRITTEN ASSIGNMENTS
      7. RESULT: ACCEPTABILITY OF CONCEPT MAPS
      8. GENERAL DISCUSSION
      9. CONCLUSION
      10. ACKNOWLEDGMENTS
      11. REFERENCES
      12. KEY TERMS AND DEFINITIONS
    11. Chapter 11: Talmud Diagrams
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. BACKGROUND
      4. TALMUD DIAGRAMS: A VISUAL METHOD FOR UNDERSTANDING THE TALMUD
      5. FUTURE DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
  11. Section 2: Visual Representations for Design and Collaboration
    1. Chapter 12: Conceptual Mapping Facilitates Coherence and Critical Thinking in the Science Education System
      1. EXECUTIVE SUMMARY
      2. BACKGROUND: CRITICAL THINKING, MEANINGFUL LEARNING, CONCEPTUAL MAPS, AND THE SCIENCE EDUCATION SYSTEM
      3. CONCEPTUAL MAPPING FACILITATES CRITICAL THINKING IN THE SCIENCE EDUCATION SYSTEM
      4. DISCUSSION
      5. REFERENCES
      6. KEY TERMS AND DEFINITIONS
    2. Chapter 13: Critical Thinking, Critical Looking
      1. EXECUTIVE SUMMARY
      2. SETTING THE STAGE
      3. CASE DESCRIPTION
      4. SOLUTIONS AND RECOMMENDATIONS
      5. REFERENCES
      6. KEY TERMS AND DEFINITIONS
    3. Chapter 14: Mind Mapping for Critical Thinking
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. BACKGROUND
      4. HOW THE MIND WORKS
      5. MIND MAPPING AND CRITICAL THINKING
      6. HOW TO MIND MAP
      7. CASE STUDIES IN MIND MAPPING
      8. BY HAND OR BY COMPUTER
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
      12. ENDNOTES
    4. Chapter 15: Concept Maps, VoiceThread, and Visual Images
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. BACKGROUND
      4. THE GLOBAL PARTNERSHIP PROJECT
      5. METHODOLOGY
      6. FINDINGS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    5. Chapter 16: Learning Argumentation Practices in School with a Graphical Synchronous Discussion Tool
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. THE DIGALO TOOL
      4. EXPERIMENTAL STUDIES WITH DIGALO
      5. THE ARGUNAUT PROJECT TOOLS FOR ADVANCED MODERATION AND EVALUATION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
      8. ENDNOTES
    6. Chapter 17: Mapping the Doctorate
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. DOCTORAL PEDAGOGY
      4. CONCEPT MAPPING
      5. METHODOLOGY
      6. DISCUSSION
      7. SUMMARY
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    7. Chapter 18: Mapping Out Scientists' Messages
      1. EXECUTIVE SUMMARY
      2. BACKGROUND
      3. TECHNOLOGY USE
      4. CASE DESCRIPTION
      5. CURRENT CHALLENGES
      6. QUESTIONS FOR DISCUSSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    8. Chapter 19: Concept Maps and the Systematization of Knowledge
      1. EXECUTIVE SUMMARY
      2. INTRODUCTION
      3. THE NATURE OF MEANINGFUL KNOWLEDGE
      4. THE SYSTEMATISATION OF KNOWLEDGE WITH CONCEPT MAPS
      5. PEDAGOGICAL EXPERIMENTS WITH CONCEPT MAPPING AT PUCPR
      6. FINAL CONSIDERATIONS ABOUT THE RESEARCH
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
  12. Compilation of References
  13. About the Contributors