European Journal of Psychology of Education
8 Pages1848 Words192 Views
Added on 2020-04-07
European Journal of Psychology of Education
Added on 2020-04-07
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Running Head: Taxonomies, Neuro-ScienceYour name:Name of instructor:Date submitted to the instructor:
Taxonomies, Neuro-Science 2Week 9Taverna, A., & Peralta, O. (2017). Young children category learning: a training study.European Journal of Psychology of Education,28(3), 599–617. Retrieved from http://Young children category learning: a training studyAt some point in life, we all need our kids to apply thinking skills critically. Their parents andteachers ask questions, which needs only lower thinking a level of remembrance. Some of thequestions asked may include, where, who what and why. The only memorization is required forthem to respond to this question. At lower order thinking, children only retell information usingtheir own words which hinders critical progression and understanding. In case they are subjectedbeyond lowest level, a remembrance to next position of knowledge, they respond to questions forthe organization of previous information. Therefore, this should be done away with since noaddiction to new knowledge. While understanding things, children should be taught means ofavoiding fad thinking as well as peer pressure influence. When guardians to our children, ingeneral, have skills relevant, they will analyze and interpret actions of children especiallyinformation constant in their lives. Understanding and memory are parts of the process, but for them to move to next level, the flowof information needs higher order thinking. Parents or those responsible for children shouldmove to higher order thinking to question their children and get to know the capacity ofprogression and understanding in them. In higher order thinking, children apply, analyze,evaluate and create. A child progress and understanding should be regarding how he or she mightsolve a certain real-life challenge. From this perspective, he/she identify leading causes of theproblem. Therefore, a child should be able to come up with their new ideas. For example comingup with new item or proposal.
Taxonomies, Neuro-Science 3Konstantinou-Katzi, P., Tsolaki, E., Meletiou-Mavrotheris, M., & Koutselini, M. (2017). Differentiation of teaching and learning mathematics: an action research study in tertiary education.International Journal of Mathematical Education in Science and Technology,44(3), 332-349. http://dx.doi.org/10.1080/0020739X.2012.714491 Critique of the articleChildren progression from lower to higher thinking level requires clarity based oncommunication. Most of the time, ambiguity and confusion may arise resulting from poorcommunication. At home, children might be taught differently, and this brings differences onhow they understand things). Also, in school where higher order thinking is highly practiced,inequality regarding understanding may happen. This is because some children might have a lowspeed of recognition compared to others. Therefore, at the end of day confusion and differencesarise among the children.Implication of the research In life, problems need solutions, especially complex problems. Therefore, solutions to thisproblems are extracted from processes of higher thinking level. The teaching of higher levelsimpacts children with relevant skills to approach life. Also, teaching provides a benefit ofassisting them to add new knowledge and also improving lower thinking. Therefore, higherthinking is necessary in the real world as it prepares a room for improvement and also copingwith life challenges with confidence.
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