Primary+Sources

=**Primary Sources:**=

(to be followed in the future with the need to connect to the Social Studies Program of Studies)
1. Alberta Education (2007) K-12 Social Studies Curriculum [] Main source for currculum information related to pathfinder/question for this assignment

2. Beverly Falk. (2004). A Passion for Inquiry in an Era of 'Right Answers': Inquiring about Teachers Inquiring about Their Practice. Teacher Education Quarterly, 31(4), 73-84. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 731124771). Interesting article

3. Thomas Holmes. (2007). the hero's journey: an inquiry-research model. Teacher Librarian, 34 (5), 19-22. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1283156351). Interesting article

**4**. []
US Government of Education paper Perspective on this topic from a government source in the United States

5. [] Article for undergraduate standards- related to last piece of this process - connecting with post-secondary expectations

6. [|Thought & Knowledge: An Introduction to Critical Thinking] [|www.questia.com] Book that would be interesting to read - focus on the process of Critical Thinking

7. Huitt, W. (1998). Critical thinking: An overview. //Educational Psychology Interactive//. Valdosta, GA: Valdosta State University. Retrieved [date] from, []. [Revision of paper presented at the Critical Thinking Conference sponsored by Gordon College, Barnesville, GA, March, 1993.] Great article with many useful links to connected top

8. This topic would not be complete without a discussion of Bloom's taxonomy - I found it interesting that some have revised the chart to include more of a focus on last two levels and their imporance in understand material. In general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels. It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes. The two highest, most complex levels of Synthesis and Evaluation were reversed in the revised model, and were renamed Evaluating and Creating by Anderson and Krathwohl (2001). As they did not provide empirical evidence for this reversal, it is my belief that these two highest levels are essentially equal in level of complexity. Both depend on analysis as a foundational process. However, synthesis or creating requires rearranging the parts in a new, original way whereas evaluation or evaluating requires a comparison to a standard with a judgment as to good, better or best. This is similar to the distinction between [|creative thinking and critical thinking]. Both are valuable while neither is superior. In fact, when either is omitted during the problem solving process, effectiveness declines (Huitt, 1992).
 * Excerpt:**

** Evaluation ** Synthesis || ** Analysis ** ** Application ** || ** Comprehension ** || ** Knowledge ** || Huitt, W. (2009). Bloom et al.'s taxonomy of the cognitive domain. //Educational Psychology Interactive//. Valdosta, GA: Valdosta State University. Retrieved July 31, 2010 from [|http://www.edpsycinteractive.org/topics/cogsys/bloom.html]