Wiggins (2005) states that there is a difference between understanding and factual knowledge, he mentions that understanding makes a claim using facts and that facts are data. The understanding build up its theory based on interpretations. Dewey (1933) affirmed that a fact requires apprehension, while an understanding requires comprehension. We can see that getting understanding is not easy; in order to achieve this understanding we should help our students asking questions about the facts, connecting them to other facts and try to apply this to different situations and even to their own experiences. Understanding is not given; understanding is the end of a process, a conclusion made using the facts.
Students tend to think in a very concrete way, sometimes they do not go beyond what they are reading or even listening and tend to give concrete answers most of the time repeating the same thing they were exposed to. This is why we should work more on developing a critical thinking again, it is very important for students to make connections, to take into account different possibilities, test diverse theories and to infer.
As teachers we have to be careful since sometimes we tend to ask the wrong questions which at the same time will lead our students in the wrong direction. The author proposes to state understanding as a proposition because in this way students will be able to make inferences on the conclusions we have set.
I think we have to go beyong the simple questions and make our students think in a deeper way, not just in the concrete way as you mention.
ResponderEliminarI think students think the way they do, because we don´t ask for more deeper thinking, they see what we do and do the same.
ResponderEliminarThat's right. It is our responsibility to demand more from our students so we make them used to thinking critically
ResponderEliminarThat's true. If our students think in the way they do it is because we haven't done enough about "critical thinking". They don't have the tools for going beyong of what they see.
ResponderEliminarYou make a lot of good points here, especially when you connect the other chapters with this one by mentioning that teachers may be the ones guiding their students in the wrong direction with the wrong questions.
ResponderEliminarTo make questions we have to have cealry defined our objectives... That's the only way students and teachers would never get confused....
ResponderEliminarYou are absolutely right! How can we foster critical thinking if we have little or no training at all? Well at least now we realize that what we have been doing is not enough and it is time take an action!.
ResponderEliminarI agree that students may be led by teachers to the wrong path, but it is not teachers’ responsibility only. Syllabuses which were not well designed are the most responsible of students and teachers failures. The syllabus must follow steps which will lead students to success.
ResponderEliminar