This study was conducted concurrently in three teacher colleges (in conjunction with Mrs. Satinger and Dr. Weinberger) in Israel among 74 students, in 2003. The purpose was to examine their knowledge about teaching thinking in two fields, the sciences and media studies, to identify the difficulties that students encounter while acquiring knowledge of thinking processes , and to propose challenging new directions in teacher education Two colleges employed the “infusion” approach (interweaving thinking in subject areas with discussion of thinking patterns - making thinking visible (1), while the third adhered to the “immersion” approach (interweaving thinking in learning materials – without making thinking visible). Developing thinking in teaching and learning is an important component in promoting teachers' professionalism and their high-order-thinking- skills - require complex intellectual activities (2). Herein lie the importance and contribution of the study, which is intended to shed light on the practical meanings and extent of effectiveness of the two approaches to the teaching of thinking. It is also intended to create insight into the integration of thinking in the disciplines, which may promote the reform required in teacher training programs – “canceling the traditional dichotomies between subject matter and the search for an organic integration between forms of information, content and various approaches.”(3) This is the first study in Israel to examine students’ thinking processes in three learning environments, while also creating a dialogue between researchers for the purpose of drafting challenging directions for action in thinking education. This is also the original element of the study. Although education for thinking has been in the spotlight for three decades, its effect has still not been notable. The lack of appropriate methods for training teachers is one of the obstacles(4), as is the multiplicity of theories with the attendant “idea overload” that causes teachers to adopt the attitude that “this too shall pass”.(5) In the long term, education must aim for active use of knowledge as essential life skill in the new global age – the revolution of the mind requires not only possession of information but also the knowledge of how to use it (6).If we want students to be knowledgeable about history, science and so on, they must spend the larger part of their time in ‘thoughtful learning’ activities (7), with appropriate feedback to help them perform better. They should be prepared to be citizens who analyze information critically, and make wise and responsible decisions that ensure the quality of their lives in a democratic society.(8)

Data were collected qualitatively (case studies) through personal interviews, reviewing teaching plans, observing lessons and reflection. An interview with a focus group was conducted six months after conclusion of the course.

The findings reflect the unique variety of learning in each of the courses: “three colleges – three stories.” However, all students shared a general awareness of and agreement about the importance of teaching thinking, and most of them had difficulty in its operative translation in the field. They also tended to equate the principles of constructivist learning with thinking development.. Participants from the two colleges that employed the ‘infusion’ approach demonstrated knowledge of thinking processes in the context of the sciences and the media, and pedagogical knowledge in the teaching of thinking. An original combination of ‘thinking science’ created by two teachers can be attributed to their special training. Participants from the college that employed the ‘immersion’ approach demonstrated disciplinary knowledge of the media without reference to pedagogical knowledge of the teaching of thinking .It is e recommended to use issues relevant to the learners and the 'infusion' approach and to design a thoughtful teacher education environment.