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Article: Cognitive competence as a positive youth development construct: Conceptual bases and implications for curriculum development

TitleCognitive competence as a positive youth development construct: Conceptual bases and implications for curriculum development
Authors
KeywordsCognitive competence
Creative thinking
Critical thinking
Hong Kong
Issue Date2006
PublisherWalter de Gruyter GmbH & Co. KG. The Journal's web site is located at http://www.degruyter.com/journals/ijamh/detailEn.cfm
Citation
International Journal Of Adolescent Medicine And Health, 2006, v. 18 n. 3, p. 401-408 How to Cite?
AbstractThis paper outlines the conceptual bases of "cognitive competence" as a positive youth development construct and the implications for curriculum development. Cognitive competence refers to the cognitive processes that comprise (i) creative thinking, which includes various creative thinking styles, such as legislative, global, and local thinking styles; and (ii) critical thinking, which includes reasoning, making inferences, self-reflection, and coordination of multiple views. Based on the adolescent development progression on cognitive competence, and with reference to Hong Kong Chinese context, six units are designed to promote creative and critical thinking for Secondary 1-3 students in the Project P.A.T.H.S., supported by the Hong Kong Jockey Club Charities Trust. In the Secondary 1 curriculum, the goals of the units are to enable students to recognize different but interrelated thinking styles and to apply these thinking skills to deal with daily life issues. The goal in the Secondary 2 curriculum is to enhance students' creative thinking skills to solve problems, whereas the goal in the Secondary 3 curriculum is to enhance students' critical thinking skills to accept beliefs and make decisions. ©Freund Publishing House Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/92426
ISSN
2015 SCImago Journal Rankings: 0.346
References

 

DC FieldValueLanguage
dc.contributor.authorSun, RCFen_HK
dc.contributor.authorHui, EKPen_HK
dc.date.accessioned2010-09-17T10:45:47Z-
dc.date.available2010-09-17T10:45:47Z-
dc.date.issued2006en_HK
dc.identifier.citationInternational Journal Of Adolescent Medicine And Health, 2006, v. 18 n. 3, p. 401-408en_HK
dc.identifier.issn0334-0139en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92426-
dc.description.abstractThis paper outlines the conceptual bases of "cognitive competence" as a positive youth development construct and the implications for curriculum development. Cognitive competence refers to the cognitive processes that comprise (i) creative thinking, which includes various creative thinking styles, such as legislative, global, and local thinking styles; and (ii) critical thinking, which includes reasoning, making inferences, self-reflection, and coordination of multiple views. Based on the adolescent development progression on cognitive competence, and with reference to Hong Kong Chinese context, six units are designed to promote creative and critical thinking for Secondary 1-3 students in the Project P.A.T.H.S., supported by the Hong Kong Jockey Club Charities Trust. In the Secondary 1 curriculum, the goals of the units are to enable students to recognize different but interrelated thinking styles and to apply these thinking skills to deal with daily life issues. The goal in the Secondary 2 curriculum is to enhance students' creative thinking skills to solve problems, whereas the goal in the Secondary 3 curriculum is to enhance students' critical thinking skills to accept beliefs and make decisions. ©Freund Publishing House Ltd.en_HK
dc.languageengen_HK
dc.publisherWalter de Gruyter GmbH & Co. KG. The Journal's web site is located at http://www.degruyter.com/journals/ijamh/detailEn.cfmen_HK
dc.relation.ispartofInternational Journal of Adolescent Medicine and Healthen_HK
dc.subjectCognitive competenceen_HK
dc.subjectCreative thinkingen_HK
dc.subjectCritical thinkingen_HK
dc.subjectHong Kongen_HK
dc.titleCognitive competence as a positive youth development construct: Conceptual bases and implications for curriculum developmenten_HK
dc.typeArticleen_HK
dc.identifier.emailSun, RCF: rachels@hku.hken_HK
dc.identifier.emailHui, EKP: eadaoin@hkucc.hku.hken_HK
dc.identifier.authoritySun, RCF=rp01376en_HK
dc.identifier.authorityHui, EKP=rp00906en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.pmid17068922-
dc.identifier.scopuseid_2-s2.0-33749624211en_HK
dc.identifier.hkuros124037-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33749624211&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume18en_HK
dc.identifier.issue3en_HK
dc.identifier.spage401en_HK
dc.identifier.epage408en_HK
dc.publisher.placeGermanyen_HK
dc.identifier.scopusauthoridSun, RCF=12762317400en_HK
dc.identifier.scopusauthoridHui, EKP=34467611100en_HK

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