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Ebook Educational psychology (13/E): Part 2

Part 2 book “Educational psychology” has contents: Complex cognitive processes, the learning sciences and constructivism, social cognitive views of learning and motivation, motivation in learning and teaching, creating learning environments, and other contents. | www.downloadslide.net 9 | COMPLEX COGNITIVE PROCESSES TEACHERS’ CASEBOOK WHAT WOULD YOU DO? UNCRITICAL THINKING This year’s class is worse than any you’ve ever had. You assigned a research paper, and you find more and more students are using the Web for their information. In itself, using the Web is not bad, but the students appear to be completely uncritical about what they find on the Internet. “If it is on the Web, it must be right” is the attitude of most students. Their first drafts are filled with quotes that seem very biased to you, but there are no sources cited or listed. It is not just that students don’t know how to reference their work. You are more concerned that they cannot critically evaluate what they are reading. And all they are reading is the Net! CRITICAL THINKING • How would you help your students evaluate the information they are finding on the Web? • Beyond this immediate issue, how will you help students think more critically about the subjects you are teaching? • How will you take into account the cultural beliefs and values of your students as you support their critical thinking? # 153327   Cust: Pearson Education / OH / CHET   Au: Woolfolk  Pg. No. 352 Title: Educational Psychology 13/e M09_WOOL5301_13_GE_CH09.indd 352 C/M/Y/K Short / Normal / Long DESIGN SERVICES OF S4CARLISLE Publishing Services 31/07/15 12:35 PM Thrashem/Shutterstock www.downloadslide.net OVERVIEW AND OBJECTIVES In the previous chapter we focused on the development of knowledge—how people make sense of and remember information and ideas. In this chapter, we consider complex cognitive processes that lead to understanding. Understanding is more than memorizing. It is more than retelling in your own words. Understanding involves appropriately transforming and using knowledge, skills, and ideas. These understandings are considered “higherlevel cognitive objectives” in a commonly used system of educational objectives (L. W. Anderson & Krathwohl, 2001; B. S. .