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1. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
T. Ross Owen Call tor Papers: Critical Thinking & Adult Literacy; Critical Thinking & Family Literacy
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2. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
Jonathan A. Plucker Introduction to the Special Issue on Giftedness and Critical Thinking
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3. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
Stuart N. Omdal, Jann Harper Leppien Thinking Skills in Gifted Education
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4. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
Jeffrey A. Nowak, Jonathan A. Plucker Do as I Say, Not as I Do?
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Problem-based leaming (PBL) is an increasingly popular curricular technique for developing academic and intellectual talent. Aligning PBL activities and subsequent student assessment often proves to be difficult for teachers, with many PBL activities followed by traditional, pencil-and-paper assessments. This misalignment confuses students by disrupting their understanding of teacher expectations. In this paper, we discuss the importance of instruction-assessment alignment during PBL and provide detailed examples of exemplary units.
5. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
Ronald A. Beghetto Thinking about the Outside ot the Box: A Pedagogical Framework For Thinking Critically About Creativity
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Post-secondary students in the applied professions (e.g., business, education, psychology) often see the value of creativity to their future work, but have never had the opportunity to critically examine their assumptions about creativity. A more critically examined and substantiated understanding of creativity can go a long way in helping pre-professional students consider how creativity might be best applied and cultivated in their future professional work. The purpose of this article is to discuss how principles of critical thinking can be brought to bear on understanding creativity. First, a discussion of the importance of critically examining the basic assumptions surrounding creativity will be presented. Then, a pedagogical framework for incorporating critical thinking into the examination of creativity will follow. Finally, an example of how the model might: be used with post-secondary students will be presented, followed by a brief conclusion.
6. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
M. Neil Browne Call For Papers: Critical Thinking as an Interpersonal Experience
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