Abstract
There is an urgent need at present for educators to focus their endeavors on the development of higher-level cognitive skills which enable students to become independent learners and creative problem solvers. Because of our rapidly changing technological environment, these skills are even more important today than they have ever been before. It is increasingly recognized that students need to know how to learn new information and skills (i.e., learning/thinking strategies) they will require throughout their lives and not just what to learn.
We wish to acknowledge the Planning Services Branch of Alberta Education, in particular Dr. Nelly McKeown and Dr. Clarence Rhodes, for supporting the project that provided the context for writing substantial portions of this chapter. We would also like to thank Jonas Darko-Yeboah and Dr. C. Norman for their suggestions.
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Mulcahy, R.F., Peat, D., Mancini, G., Andrews, J., Marfo, K. (1989). Cognitive Education: A Longitudinal Examination. In: Leong, C.K., Randhawa, B.S. (eds) Understanding Literacy and Cognition. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-5748-3_16
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