However, more and more, and through a process of extraction,
refinement, combination, and transplantation, systematic instructional
frameworks for teaching thinking have been developed which infuse
many of these techniques into standard content instruction, making
curricular content the subject matter that students are prompted to
engage with using of these techniques in organized programs of
instruction. This has happened in history programs and science
programs especially, but it has gradually been a phenomenon that has
found its way into almost every level of K – 12 (and even college)
education.