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Cited by 165Education and Critical Thinking DevelopmentEducational Strategies and EpistemologiesInnovative Teaching and Learning Methods

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Peer interaction and the learning of critical thinking skills in further education students

Anderson, Tony, Howe, Christine, Soden, Rebecca, Halliday, John, Low, Jennifer·2001·Instructional Science
DOI 10.1023/a:1026471702353
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Research works printed but not linked: 34

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  2. Anderson, A., Howe, C. & Tolmie, A. (1996). Interaction and mental models of physics phenomena: Evidence from dialogues between learners. In J. Oakhill & A. Garnham, eds, Mental Models in Cognitive Science: Essays in Honour of Phil Johnson-Laird (pp. 247–273). Hove, Sussex: Psychology Press.
  3. Audit Commission/OFSTED (1993). Unfinished Business: Full-time Educational Courses for 16–19 Year Olds. London: HMSO.
  4. Baron, J.B. & Sternberg, R.J., eds (1987). Teaching Thinking Skills: Theory and Practice. New York: W. H. Freeman and Co.
  5. Billig, M. (1987). Arguing and Thinking: A Rhetorical Approach to Social Psychology. Cambridge: Cambridge University Press.
  6. Brookfield, S.D. (1987). Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. Milton Keynes: Open University Press.
  7. Carey, S. (1985). Are children fundamentally different kinds of thinkers and learners than adults? In S. Chipman, J. Segal & R. Glaser, eds, Thinking and Learning Skills (Vol. 2). Hillsdale, NJ: Erlbaum.
  8. Carey, S. (1986). Cognitive science and science education. American Psychologist 4: 1123–1130. · DOI
  9. Damon, W. & Killen, M. (1982). Peer interaction and the process of change in children's moral reasoning. Merrill-Palmer Quarterly 28: 347–367.
  10. Detterman, D.K. (1993). The case for the prosecution: Transfer as an epiphenomenon. In D.K. Detterman & R.J. Sternberg, eds, Transfer on Trial: Intelligence, Cognition and Instruction (pp. 39–67). Norwood, NJ: Ablex.
  11. Doise, W. & Mugny, G. (1984). The Social Development of the Intellect. Oxford: Pergamon.
  12. Ennis, R.H. (1987). A Taxonomy of Critical Thinking Dispositions and Abilities. In J.B. Baron & R.J. Sternberg, eds, Teaching Thinking Skills: Theory and Practice. New York: W. H. Freeman and Co.
  13. Feuerstein, R. (1980). Instrumental Enrichment: An Intervention Program for Cognitive Modifiability. Baltimore: University Park Press.
  14. Fischer, K. & Farrar, M. (1988). Generalizations about generalization: How a theory of skill development explains both generality and specificity. In A. Demetriou, ed, The Neo-Piagetian Theories of Cognitive Development: Toward an Integration. New York: Elsevier North-Holland.
  15. Foot, H.C., Howe, C.J., Anderson, A., Tolmie, A.K. & Warden, D.A. (1994). Group and Interactive Learning. Southampton: Computational Mechanics Publications.
  16. Further Education Funding Council (1998). Quality and Standards in Further Education in England, 1997–1998. Coventry, England: Further Education Funding Council.
  17. Howe, C.J., Rogers, C. & Tolmie, A. (1990). Physics in the primary school: Peer interaction and the undestanding of floating and sinking. European Journal of Psychology of Education 5: 459–475. · DOI
  18. Howe, C.J., Tolmie, A. Anderson, A. & Mackenzie, M. (1992a). Conceptual knowledge in physics: The role of group interaction in computer-supported teaching. Learning and Instruction 2: 161–183. · DOI
  19. Howe, C.J., Tolmie, A. & Rogers, C. (1992b). The acquisition of conceptual knowledge in science by primary school children: Group interaction and the understanding of motion down an incline. British Journal of Developmental Psychology 10: 113–130. · DOI
  20. Keil, F. (1984). Mechanisms in cognitive development and the structure of knowledge. In R. Sternberg, ed, Mechanisms of Cognitive Development. New York: Freeman.
  21. Kuhn, D. (1993). Connecting scientific and informal reasoning. Merrill-Palmer Quarterly 39: 74–103.
  22. Lochhead, J. (1985). Teaching analytic reasoning skills through pair problem solving. In J.W. Segal, S.F. Chipman & R. Glaser, eds, Thinking and Learning Skills. Volume 1: Relating Instruction to Research (pp. 109–131). Hillsdale, NJ: Erlbaum.
  23. McGuinness, C. (1990). Talking about thinking: The role of metacognition in teaching thinking. In K.J. Gilhooly, M.T.G. Keane, R.H. Logie & G. Erdos, eds, Lines of Thinking, Volume 2. Chichester: John Wiley and Sons Ltd.
  24. Miyake, N. (1987). Constructive interaction and the iterative process of understanding. Cognitive Science 10: 151–177. · DOI · Paper page
  25. Paul, R.W. (1987). Dialogical thinking: Critical thought essential to the acquisition of rational knowledge and passions. In J.B. Baron & R. Sternberg, eds, Teaching Thinking Skills: Theory and Practice (pp. 127–148). New York: Freeman.
  26. Perkins, D., Allen, R. & Hafner, J. (1983). Difficulties in everyday reasoning. In W. Maxwell, ed, Thinking: The Expanding Frontier (pp. 177–189). Philadelphia, PA: Franklin Institute.
  27. Reed, S.K. (1993). A schema-based theory of transfer. In D.K. Detterman & R.J. Sternberg, eds, Transfer on Trial: Intelligence, Cognition and Instruction (pp. 39–67). Norwood, NJ: Ablex.
  28. Roazzi, A. & Bryant, P. (1998). The effects of symmetrical and asymmetrical social interaction on children's logical inferences. British Journal of Developmental Psychology 16: 175–181. · DOI
  29. Siegel, H. (1988). Educating Reason: Rationality, Critical Thinking and Education. New York: Routledge.
  30. Sinclair, J.McH. & Coulthard, R.M. (1975). Towards an Analysis of Discourse. London: Oxford University Press.
  31. Smith, P. & Whetton, C. (1992). Critical Reasoning Tests. Windsor: NFER-Nelson.
  32. Weinstein, B.D. & Bearison, D.J. (1985). Social Interaction, social observation and cognitive development in young children. European Journal of Social Psychology 15: 333–343. · DOI
  33. Whimbey, A. & Lochhead, J. (1980). Problem Solving and Comprehension: A Short Course in Analytical Reasoning. Philadelphia: Franklin Institute Press.
  34. Young, M. (1993). A curriculum for the 21st century? Towards a new basis for overcoming academic/vocational divisions. British Journal of Educational Studies 41(3): 203–222. · DOI

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Metadata

Authors
Anderson, T., Howe, C., Soden, R., Halliday, J., & Low, J.
Affiliations
University of Strathclyde (GB)
Venue
Instructional Science
Publisher
Springer Science and Business Media LLC
Published
2001-01
Volume
29
Issue
1
Pages
1-32
ISSN
  • 0020-4277 (ISSN-L)
  • 1573-1952
DOI
10.1023/a:1026471702353
OpenAlex
W2145317757
Cited by
165
References
2
Citations by year
2026: 6 · 2025: 10 · 2024: 6 · 2023: 3 · 2022: 3 · 2021: 6 · 2020: 6 · 2019: 9 · 2018: 10 · 2017: 7 · 2016: 7 · 2015: 4 · 2014: 10 · 2013: 4 · 2012: 8
FWCI
22.33
Type
journal article
Language
en
Open access
closed
Licence
Locations
Instructional Science (publishedVersion)
Funders
Economic and Social Research Council
Topics
  • Social Sciences › Education › Education and Critical Thinking Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
critical thinking skills, peer interaction, further education students, vocational education, evidence-based reasoning, modeling, project work, transfer of learning, student dialogue

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