This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post‐16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed.
Stored only when both papers are in the corpus — 105 citations exist upstream.