|
Registro Completo |
|
Biblioteca(s): |
Embrapa Mandioca e Fruticultura. |
|
Data corrente: |
06/01/2000 |
|
Data da última atualização: |
06/01/2000 |
|
Autoria: |
WILLIAMS, R. L. |
|
Afiliação: |
Psychoeducational Studies, the Univresity of Tennessee, Knoxville, Tennessee.. |
|
Título: |
Operational definitions and assessment of higher-order cognitive constructs. |
|
Ano de publicação: |
1999 |
|
Fonte/Imprenta: |
Educational Psychology Revieew, v.11, n.4, p.411-427, 1999. |
|
Idioma: |
Inglês |
|
Conteúdo: |
The educational psychology literature is replete with references to higherorder cognitive constructs, such as critical thinking and creativity. Presumably, these constructs represent the primary process and outcomes that educators should promote in students. For these constructs to be maximally useful, they must be transformed into specific operational definitions that lead to reliable and valid assessment strategies. Minimizing overlap in the definitions and assessment of different concepts would contribute to an orderly accumulation of knowledge about the constructs in question. The ideal would be for each construct to have a definition that is distinct from the definitions of other cognitive constructs. |
|
Palavras-Chave: |
Constructos cognitivos; Criatividade; Definnicao operacional; Motivacao; Pensamento critico. |
|
Categoria do assunto: |
-- |
|
Marc: |
LEADER 01244naa a2200181 a 4500
001 1648531
005 2000-01-06
008 1999 bl --- 0-- u #d
100 1 $aWILLIAMS, R. L.
245 $aOperational definitions and assessment of higher-order cognitive constructs.
260 $c1999
520 $aThe educational psychology literature is replete with references to higherorder cognitive constructs, such as critical thinking and creativity. Presumably, these constructs represent the primary process and outcomes that educators should promote in students. For these constructs to be maximally useful, they must be transformed into specific operational definitions that lead to reliable and valid assessment strategies. Minimizing overlap in the definitions and assessment of different concepts would contribute to an orderly accumulation of knowledge about the constructs in question. The ideal would be for each construct to have a definition that is distinct from the definitions of other cognitive constructs.
653 $aConstructos cognitivos
653 $aCriatividade
653 $aDefinnicao operacional
653 $aMotivacao
653 $aPensamento critico
773 $tEducational Psychology Revieew$gv.11, n.4, p.411-427, 1999.
Download
Esconder MarcMostrar Marc Completo |
|
Registro original: |
Embrapa Mandioca e Fruticultura (CNPMF) |
|
