Dimensions of Thinking and Cognitive Instruction

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Acknowledgments	p. xi
Introduction	p. 1
References	p. 11
How Metacognition Can Promote Academic Learning and Instruction	p. 15
Conclusions	p. 42
Self-Regulated Cognition: Interdependence of Metacognition, Attributions, and Self-Esteem	p. 53
Acknowledgments	p. 85
Conceptualizing	p. 93
Summary	p. 130
Developing Meaningful Conceptual Understanding in Science	p. 139
Summary and Conclusions	p. 166
Reasoning About Communication and Communicative Skill	p. 177
Summary	p. 200
Reading Comprehension as a Dimension of Thinking	p. 209
References	p. 234
Individuals and Environments in Writing Instruction	p. 241
Conclusion	p. 260
Mathematical and Scientific Problem Solving: Findings, Issues, and Instructional Implications	p. 265
Acknowledgments	p. 285
Science Education and the Cognitive Psychology of Science	p. 291
Conclusion	p. 306
References	p. 307
Teacher Decision Making	p. 311
Conclusion	p. 341
Learning Strategies for Acquiring Useful Knowledge	p. 347
Concluding Comments	p. 374
Acknowledgement	p. 375
Teaching Thinking and Content Knowledge: Toward an Integrated Approach	p. 381
Acknowledgments	p. 409
the Nature and Nurture of Creativity	p. 415
References	p. 440
Critical and Reflective Thinking: a Philosophical Perspective	p. 445
Conclusion: Toward Rapprochement	p. 484
Dimensions of Thinking: a Critique	p. 495
References	p. 508
Conclusions	p. 511
References	p. 531
Author Index	p. 533
Subject Index	p. 551
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