@article{upmeier_zu_belzen_modeling_2021,
	title = {Modeling as {Scientific} {Reasoning}—{The} {Role} of {Abductive} {Reasoning} for {Modeling} {Competence}},
	volume = {11},
	doi = {10.3390/educsci11090495},
	number = {9},
	journal = {Education Sciences},
	author = {Upmeier zu Belzen, Annette and Engelschalt, Paul and Krüger, Dirk},
	year = {2021},
	pages = {495},
}

@book{larraz-rabanos_development_2021,
	title = {Development of {Creative} {Thinking} {Skills} in the {Teaching}-{Learning} {Process}},
	isbn = {978-1-83969-289-5},
	url = {https://www.intechopen.com/chapters/76737},
	abstract = {Creativity is one of the most appreciated learning skills current the XXI century. The development of creativity has been considered essential in order to achieve an effective and a high-level learning. As different approaches to its study, creativity has been defined as a result, as a process, as a construct derived from the influence of the context and of the experience and as a personality feature of human nature. The aim of this contribution is to explain the study of creativity from the mentioned approaches to achieve a comprehension of such construct. In addition, the focus has been centred on highlight the development of creativity from an educational approach, starting from the description, implication of the use and application of creative strategies in the teaching and learning processes. Finally, a brief description is made of the most important or relevant strategies found in the literature, with emphasis on the incorporation of these strategies in the problem-solving process.},
	language = {en},
	urldate = {2021-11-27},
	publisher = {IntechOpen},
	author = {Larraz-Rábanos, Natalia},
	month = may,
	year = {2021},
	doi = {10.5772/intechopen.97780},
	note = {Publication Title: Teacher Education - New Perspectives},
}

@article{murray_beginners_2019,
	title = {A {Beginner}'s and {Expert}'s {Developmental} {Guide}},
	volume = {15},
	language = {en},
	number = {1},
	author = {Murray, Tom},
	year = {2019},
	pages = {139},
}

@article{baehr_is_2016,
	title = {Is intellectual character growth a realistic educational aim?},
	volume = {45},
	issn = {0305-7240, 1465-3877},
	url = {http://www.tandfonline.com/doi/full/10.1080/03057240.2016.1174676},
	doi = {10.1080/03057240.2016.1174676},
	language = {en},
	number = {2},
	urldate = {2021-11-27},
	journal = {Journal of Moral Education},
	author = {Baehr, Jason},
	month = apr,
	year = {2016},
	pages = {117--131},
}

@article{bernini_interdisciplinarity_2014,
	title = {Interdisciplinarity as cognitive integration: auditory verbal hallucinations as a case study},
	volume = {5},
	issn = {1939-5086},
	shorttitle = {Interdisciplinarity as cognitive integration},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/wcs.1305},
	doi = {10.1002/wcs.1305},
	abstract = {In this article, we advocate a bottom-up direction for the methodological modeling of interdisciplinary research based on concrete interactions among individuals within interdisciplinary projects. Drawing on our experience in Hearing the Voice (a cross-disciplinary project on auditory verbal hallucinations running at Durham University), we focus on the dynamic if also problematic integration of cognitive science (neuroscience, cognitive psychology, and of mind), phenomenology, and humanistic disciplines (literature, narratology, history, and theology). We propose a new model for disciplinary integration which brings to the fore an under-investigated dynamic of interdisciplinary projects, namely their being processes of distributed cognition and cognitive integration. WIREs Cogn Sci 2014, 5:603–612. doi: 10.1002/wcs.1305 This article is categorized under: Philosophy {\textgreater} Knowledge and Belief},
	language = {en},
	number = {5},
	urldate = {2020-06-18},
	journal = {WIREs Cognitive Science},
	author = {Bernini, Marco and Woods, Angela},
	year = {2014},
	note = {ZSCC: 0000008 
\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/wcs.1305},
	keywords = {***},
	pages = {603--612},
}

@article{novella_your_nodate,
	title = {Your {Deceptive} {Mind}: {A} {Scientific} {Guide} to {Critical} {Thinking} {Skills}},
	language = {en},
	author = {Novella, Steven},
	pages = {238},
}

@article{stockdale_development_nodate,
	title = {Development of an {Instrument} to {Measure} {Self}-{Directedness}},
	language = {en},
	author = {Stockdale, Susan L},
	pages = {214},
}

@article{cunningham_teaching_nodate,
	title = {Teaching {Metacognition}: {Helping} {Students} {Own} and {Improve} {Their} {Learning}},
	abstract = {Metacognition is often used as a nebulous term referring to “thinking about thinking”, but this description obscures its function and utility in learning. Broadly, but more specifically, metacognition involves our knowledge and regulation of our thinking processes. While everyone is metacognitively active to one degree or another, we all have room to grow and benefit from improving our metacognitive skills. In particular, many students persist in predominantly using surface approaches to learning, such as rehearsal and memorization, but could benefit greatly from more elaborative and organizational approaches associated with deeper learning (e.g., transferable and lasting learning). This workshop focuses on understanding metacognition, modules instructors can use to engage students in their metacognitive development, and a tool for providing supportive feedback to students about their approaches to learning. Findings from our NSF-funded research inform this workshop.},
	language = {en},
	author = {Cunningham, Patrick and Matusovich, Holly and Blackowski, Sarah and Tech, Virginia},
	pages = {16},
}

@misc{noauthor_thinking_nodate,
	title = {Thinking skills - analytical, critical and creative thinking},
	url = {https://thepeakperformancecenter.com/educational-learning/thinking/},
	urldate = {2021-04-13},
}