Teachers' beliefs about low-achieving students and higher order thinking

被引：138

作者：

Zohar, A ^{[1
]}

Degani, A ^{[1
]}

Vaaknin, E ^{[1
]}

机构：

[1] Hebrew Univ Jerusalem, Sch Educ, Jerusalem, Israel

来源：

TEACHING AND TEACHER EDUCATION | 2001年 / 17卷 / 04期

关键词：

higher order thinking; teacher beliefs; low achieving students;

D O I：

10.1016/S0742-051X(01)00007-5

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The goal of this study is to characterize the patterns of teachers' beliefs regarding low-achieving students and instruction of higher order thinking. Subjects are 40 Israeli teachers. Results show that 45% of the teachers believe that higher order thinking is inappropriate for low-achieving students. Findings suggest that teachers' beliefs in this context are related to their general theory of instruction: viewing learning as hierarchical in terms of students' academic level was found to be related to a traditional view of learning i.e., seeing learning as progressing from simple, lower order cognitive skills to more complex ones. Implications for teacher education are discussed. (C) 2001 Published by Elsevier Science Ltd.

引用

页码：469 / 485

页数：17

共 38 条

[1]

Adey P., 1994, REALLY RAISING STAND

[2]

Bloom B. S., 1956, HDB 1 COGNITIVE DOMA

[3] TEACHERS BELIEFS ABOUT THE NATURE OF SCIENCE AND THEIR RELATIONSHIP TO CLASSROOM PRACTICE [J].