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.