The Key to Higher Order Thinking Is Precise Processing.

Abstract

he split that is now developing in the science of teaching thinking skills recapitulates an earlier split in the science of measuring the skills: single vs. multiple factor theories. The multiple factor approach to teaching thinking has been comprehensively reviewed by Bever (1984a, One-shot t t J {S1984b), who noted the plethora of theories and consequent confusion about which skills to teach, and when Should teaching follow the traditional inductive-deductive reasoning dichotl hiry k,,.. ( 9 omy, or perhaps the six skills in I o>Bloom's (1956) taxonomy: recall, comprehension, application, analysis, synthesis, and evaluation? Are problem identification and creating novel solutions thinking skills that should be taught? Beyer suggested the need tc pause until research clearly identifie, the primary skills of thinking and then focus on three to five skills at each grade level. But there may be an alternative. Are inductive and deductive reasoning