Abstract
The original purpose of this chapter was to provide an account of student thinking in the classroom. There was a time, some years ago, when the content of such a chapter would have been self-evident. It would have included research on the development of problem solving skills and on the ways in which teachers could encourage students to use higher-order cognitive skills by asking appropriate questions and setting appropriate problems. My own early studies of ‘classroom interaction’ were concerned with the logical demands made by teachers’ questions and the effects these had on students. The results were published under the title of Thinking in the Classroom (Nuthall & Lawrence, 1965). The categories and concepts that were used to set clear boundaries around different types of classroom behaviour were largely borrowed from research in the psychological laboratory (e.g., Bruner, Goodnow, & Austin, A Study of Thinking, 1956; Skinner, Verbal Behaviour, 1957) or from logic and analytic philosophy (e.g., Hirst & Peters, The Logic of Education, 1970; Smith & Ennis, Language and Concepts in Education, 1961).
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Nuthall, G. (1997). Understanding Student Thinking and Learning in the Classroom. In: Biddle, B.J., Good, T.L., Goodson, I.F. (eds) International Handbook of Teachers and Teaching. Springer International Handbooks of Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4942-6_19
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