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1.
An element of current reform in science education worldwide is the shift from the dominant traditional algorithmic lower-order
cognitive skills (LOCS) teaching, to the higher-order cognitive skills (HOCS)-promoting learning; that is, the development
of students' capabilities including those of question asking (QA), critical/system thinking (CST), decision making (DM), problem
solving (PS), conceptualisation of fundamental concepts (CFC) and the transfer of these within both the science disciplines and real life interdisciplinary situations. Accordingly, an innovative metacognition-promoting
science teacher professional development course, integrating formal and informal science education, was developed and implemented
within a traditional model, focusing on the HOCS skills of QA, PS, and CFC. The HOCS promoting teaching and assessment strategies
of this course not only enabled participants to reflect on their own learning, but also facilitated their self-reflective
assessment, utilising a pre–post designed research-based methodology. The results suggest that such, or similarly appropriate,
metacognition-oriented courses can contribute positively to the development of science teachers' HOCS capability. 相似文献
2.
Dr Uri Zoller 《Research in Science Education》1996,26(3):317-326
Students at all ages hold a wide variety of scientifically faulty knowledge structures called “misconceptions”. As far as
misconceptions in chemistry are concerned, college science students are no exception. Systematic administration to freshman
biology majors of specially-designed mid-term and term higher-order cognitive skills (HOCS)-oriented examinations within the
courses “General and Inorganic Chemistry” and “Introduction to Modern Organic Chemistry” proved these examinations to be very
effective in revealing and distinguishing between students'misconceptions, misunderstandings, and“no conceptions”. Several of these have never been mentioned before in the relevant research literature. Accordingly, reflective teaching
strategies to overcome this “misconceptions problem” and affect meaningfully subsequent learning have been explored and implemented
within our longitudinal effort to develop students' HOCS. The study results combined with accumulated experience indicate
that properly designed HOCS-oriented examinations may be very effective for revealing, but notper se for overcoming, students' misconceptions. However, within HOCS-oriented chemistry teaching, the assessment of students by
such examinations is very useful particularly for providing data for remediation purposes via appropriate modification of
the teaching strategies. Eventually, this leads to gains in students' HOCS which is in line with the overall goal of the current
reform in science education. 相似文献
3.
Uri Zoller 《Journal of Science Education and Technology》2011,20(5):444-453
Striving for sustainability requires a paradigm shift in conceptualization, thinking, research and education, particularly concerning the science-technology-environment-society (STES) interfaces. Consequently, ‘STES literacy’ requires the development of students’ question asking, critical, evaluative system thinking, decision making and problem solving capabilities, in this context, via innovative implementable higher-order cognitive skills (HOCS)-promoting teaching, assessment and learning strategies. The corresponding paradigms shift in science and technology education, such as from algorithmic teaching to HOCS-promoting learning is unavoidable, since it reflects the social pressure, worldwide, towards more accountable socially- and environmentally-responsible sustainable development. Since most of the STES- and, recently STEM (science-technology-engineering-mathematics)-related research in science education has been focused on secondary and tertiary education, it is vital to demonstrate the relevance of this multifaceted research to the science and technology teaching in primary schools. Our longitudinal STES education-related research and curriculum development point to the very little contribution, if any, of the traditional science teaching to “know”, to the development of students’ HOCS capabilities. On the other hand, there appears to be a ‘general agreement’, that the contemporary dominant lower-order cognitive skills (LOCS) teaching and assessment strategies applied in science and technology education are, in fact, restraining the natural curiosity and creativity of primary school (and younger?) pupils/children. Since creative thinking as well as evaluative system thinking, decision making, problem solving and … transfer constitute an integral part of the HOCS conceptual framework, the appropriateness of “HOCS promoting” teaching, and the relevance of science and technology, to elementary education in the STES context, is apparent. Therefore, our overriding guiding purpose was to provide any evidence-based research to the vital LOCS-to-HOCS paradigm shift in STES education. The findings of, and conclusions derived from our longitudinal research on HOCS development within STES-oriented and traditional education, suggest that both—science and technology education (STE) and STES education—are relevant to primary school education. Based on this, what it should take to insure success in this context, is thoroughly discussed. 相似文献
4.
Uri Zoller 《科学教学研究杂志》1999,36(5):583-596
A major objective of the current reform in science and chemistry education is the development of students' higher‐order cognitive skills (HOCS). A major question of concern is how to improve practice, via appropriate teaching strategies, to achieve the HOCS‐oriented instruction‐learning goals of college science and chemistry education, within the current reality of large, heavily populated chemistry classes. This article presents an action‐oriented research account of HOCS‐oriented teaching of organic chemistry to freshman and sophomore science majors in small and large classes at a relatively small and large university, respectively, within a purposed attempt of overall course design reform. Inquiry‐oriented class discussions, students' active involvement in the learning process, HOCS‐type examinations, and grading of exams by both peers and course graduates were successfully applied in both the small and large classes, demonstrating the feasibility and benefits to students of interactive, HOCS‐oriented pedagogies within the reality of both class sizes. The messages are that (a) there are implementable, appropriate teaching strategies for the development of students' HOCS abilities within the reality of large lecture sections of college chemistry courses; and (b) chemistry educators should take the trouble of working harder toward the attainment of this superordinate goal despite limiting constraints. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 583–596, 1999 相似文献
5.
A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the testing culture—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic (correct/incorrect) questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations. 相似文献
6.
The California Critical Thinking Disposition Inventory (CCTDI) was used to assess the disposition of Israeli eleventh-grade science students toward critical thinking according to school type affiliate, scientific level, and gender. Our findings, strongly support (a) the establishment of a baseline reference for disposition toward critical thinking of high school science students; (b) the application of the CCTDI in the context of ongoing science education in different settings; and finally (c) the reliable use of the CCTDI in future research aiming at evaluating the effectiveness of critical thinking (CT) and higher-order cognitive skills (HOCS) oriented instructional goals. 相似文献
7.
Tami Levy Nahum David Ben‐Chaim Ibtesam Azaiza Orit Herskovitz 《International Journal of Science Education》2013,35(10):1315-1336
Today’s society is continuously coping with sustainability‐related complex issues in the Science‐Technology‐Environment‐Society (STES) interfaces. In those contexts, the need and relevance of the development of students’ higher‐order cognitive skills (HOCS) such as question‐asking, critical‐thinking, problem‐solving and decision‐making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish “base lines” for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision‐making capability, science‐oriented (n = 142) and non‐science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre‐post development/change of students’ decision‐making capabilities via STES‐oriented HOCS‐promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision‐making questionnaire was used for obtaining a research‐based response to the guiding research questions. Our findings suggest that a long‐term persistent application of purposed decision‐making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high‐school students’ decision‐making ability. The need for science teachers’ involvement in the development of their students’ HOCS capabilities is thus apparent. 相似文献
8.
Postsecondary education often requires students to use higher-order cognitive skills (HOCS) such as analysis, evaluation, and creation as they assess situations and apply what they have learned during lecture to the formulation of solutions. Summative assessment of these abilities is often accomplished using short-answer questions (SAQs). Quandary was used to create feedback-oriented interactive online exercises to help students strengthen certain HOCS as they actively constructed answers to questions concerning the regulation of 1) metabolic rate, 2) blood sugar, 3) erythropoiesis, and 4) stroke volume. Each exercise began with a SAQ presenting an endocrine dysfunction or a physiological challenge; students were prompted to answer between six and eight multiple-choice questions while building their answer to the SAQ. Student outcomes on the SAQ sections of summative exams were compared before and after the introduction of the online tool and also between subgroups of students within the posttool-introduction population who demonstrated different levels of participation in the online exercises. While overall SAQ outcomes were not different before and after the introduction of the online exercises, once the SAQ tool had become available, those students who chose to use it had improved SAQ outcomes compared with those who did not. 相似文献
9.
Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed
a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face
classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate
students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study
examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated
that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b)
present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking. 相似文献
10.
A specially developed questionnaire was used: Types of Preferred Examinations (TOPE) to assess examination-type preferences of secondary school students in the Science disciplines according to school type affiliate and gender.Structured interviews were employed to assess both the rationale of students towards these preferences as well as teacher awareness about the preferences – in contrast to their actual examination practice.Our findings suggest that (a) secondary school students prefer written, unlimited time examinations which, according to their perception, stress learning with understanding rather than mechanical rote learning, and in which the use of supporting material (open book exams) is permitted; and (b) secondary school Science teachers are aware of student examination-type preferences, yet they continue to use the traditional written, time-limited – class examination which is definitely not preferred (disliked) by their students.In view of the special emphasis in current science education research on students' development of higher-order cognitive skills (HOCS) and the need for consonance between the new curriculum goals and examination types used, it is proposed that provisions be made to facilitate teachers' compliance with students' examination-type preferences provided the latter are congruent with learning objectives and our educational aspirations. 相似文献
11.
12.
Zvia Kaberman Yehudit Judy Dori 《International Journal of Science and Mathematics Education》2009,7(3):597-625
A new learning unit in chemistry, Case-based Computerized Laboratories (CCL) and Computerized Molecular Modeling (CMM) was developed at the Technion. The CCL and CMM curriculum integrates computerized desktop experiments and molecular
modeling with an emphasis on scientific inquiry and case studies. Our research aimed at investigating the effect of the CCL
and CMM learning environment on students’ higher-order thinking skills of question posing, inquiry, and modeling. The experimental
group included 614 honors 12th grade chemistry students from high schools in Israel who studied according to this learning
unit. The comparison group consisted of 155 12th grade chemistry honors students who studied other chemistry programs. Pre-
and post-tests questionnaires were used to assess students’ higher-order thinking skills. Students’ responses were analyzed
using content analysis rubrics and their statistical analysis. Our findings indicated that the scores of the experimental
group students improved significantly in question posing, inquiry and modeling skills from the pre-test to the post-test.
The net gain scores of the experimental group students were significantly higher than those of their comparison peers in all
three examined skills. In modeling skills, experimental group students significantly improved their achievements in making
the transfer from 3D models to structural formulae, but only about half of them were able to transfer from formulae to 3D
models. By presenting a case-based chemistry assessment tool and content analysis of students’ responses in this paper, we
enable teachers and educators to analyze their students’ higher-order thinking skills both qualitatively and quantitatively. 相似文献
13.
Anita Stender Martin Schwichow Corinne Zimmerman Hendrik Härtig 《International Journal of Science Education》2013,35(15):1812-1831
ABSTRACTMany science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed. 相似文献
14.
Shalini Dukhan 《高等教育研究与发展》2020,39(1):39-52
ABSTRACTFormal education was used by the apartheid government to prepare black South Africans for manual labour, thus there was little curricular focus on the development of higher-order cognitive skills. With the abolition of apartheid in 1994, the education system was re-valued and re-evaluated to provide wider access to quality education; the focus of education policies moved towards the development of self-regulation and higher-order cognitive skills for all learners. There is now a generation of learners who have experienced their schooling in the transformed education system, and it would be useful to understand, from their perspective, what they value in their development of learning within the higher education space. This study answers the question ‘Post-apartheid, what learning methods and resources do first-years perceive to be valuable to their learning when they enter university?’ Participants included 344 students taking a Biology course provided to medical science students at a South African university in 2018. Two questionnaires were administered towards the end of a six-week lecture period, responses were evaluated quantitatively and qualitatively. The first survey, comprised of Likert-style questions, was conducted to determine the students’ views on the mechanisms which they used to support their learning. The second questionnaire comprised open-ended questions and focused on the students’ perception of their learning experience in the course. The findings show that there was a significant (p?<?.001) percentage of first-years who thought that rote-learning would suffice for examination preparation at university, and preferred to engage with their peers and the textbook before they engaged with their lecturers when navigating challenging concepts. Schwartz's model of social values is used to show that more needs to be done for the development of higher-order thinking and self-regulation when students enter university, and to mitigate alienation between students and staff. 相似文献
15.
The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand. Using a split-plot design, students were assigned to an experimental (N = 34) and a control group (N = 31), and were administered (a) learning achievement tests (chemistry knowledge, science process skills, and scientific attitude), (b) a problem-solving competency test, and c) tests of cognitive functioning. The findings showed that students’ learning achievement and problem-solving competency in the guided inquiry group were significantly higher than in the traditional group. The effect of the new teaching method does not seem to stem solely from improvement in cognitive functioning. We attributed the improvement to greater flexibility in the amount of information provided by the teachers, more effortful processing by the students, and greater collaboration amongst the students. 相似文献
16.
Graphs are commonly used in textbooks and educational software, and can help students understand science and social science data. However, students sometimes have difficulty comprehending information depicted in graphs. What makes a graph better or worse at communicating relevant quantitative information? How can students learn to interpret graphs more effectively? This article reviews the cognitive literature on how viewers comprehend graphs and the factors that influence viewers' interpretations. Three major factors are considered: the visual characteristics of a graph (e.g., format, animation, color, use of legend, size, etc.), a viewer's knowledge about graphs, and a viewer's knowledge and expectations about the content of the data in a graph. This article provides a set of guidelines for the presentation of graphs to students and considers the implications of graph comprehension research for the teaching of graphical literacy skills. Finally, this article discusses unresolved questions and directions for future research relevant to data presentation and the teaching of graphical literacy skills. 相似文献
17.
Victoria Crisp 《Irish Educational Studies》2013,32(3):323-343
This research explored the measurement characteristics of two science examinations and the potential to use access arrangements data to investigate how students requiring reading support are affected by features of exam questions. For two science examinations, traditional and Rasch analyses provided estimates of difficulty and information on item functioning. For one examination, the performance of students eligible for support from a reader in exams was compared to a ‘norm’ group. For selected items a sample of student responses were analysed. A number of factors potentially making questions easier, more difficult or potentially contributing to problems with item functioning were identified. A number of features that may particularly influence those requiring reading support were also identified. 相似文献
18.
Randy V. Bradley Chetan S. Sankar Howard R. Clayton Victor W. Mbarika P. K. Raju 《Decision Sciences Journal of Innovative Education》2007,5(1):151-168
Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes. 相似文献
19.
Posing questions about an article might improve one’s knowledge—a cognitive function, or monitor one’s thought processes—a
metacognitive function. This study focuses on guided question posing while using a metacognitive strategy by 12th grade honors
chemistry students. We investigated the ways by which the metacognitive strategy affected students’ skills to pose complex
questions and to analyze them according to a specially designed taxonomy. Our learning unit, Case-based computerized laboratories, emphasizes learning through chemical case studies, accompanied by tasks, that call for posing questions to which the answer
cannot be found in the text. Teachers equipped their students with a metacognitive strategy for assessing the quality of their
own questions and characterizing them according to a three-component taxonomy: content, thinking level, and chemistry understanding
levels. The participants were 793 experimental and 138 comparison chemistry students. Research instruments included interviews
and case-based-questionnaires. Interviews with students revealed that using the metacognitive strategy the students had been
taught, they were capable of analyzing the questions they generated with the taxonomy. The questionnaires showed that students
significantly improved their question posing skill, as well as the complexity level of the questions they posed. A significant
difference was found in favor of the experimental group students. Stimulating students to generate complex questions with
a metacognitive strategy in mind enabled them to be aware of their own cognitive process and to self-regulate it with respect
to the learning task. 相似文献
20.
Gross anatomy is considered by many the backbone of medical education. While learning anatomy has a reputation of requiring mainly rote memorization, modern day anatomy education often involves instruction and assessment at cognitive levels that foster higher-order thinking. In many instances, these higher-order anatomical concepts are taught to graduate students in healthcare-related fields, such as medicine. At this level, students are expected to apply and analyze anatomical information since that is what will ultimately be expected of them as professionals. In contrast, undergraduate anatomy education is typically more introductory in nature and often takes place in the setting of a large-enrollment course that serves as a prerequisite for many health sciences degree programs. In this study, variables related to the assessment of higher-order concepts in clinical anatomy were compared between first-year medical students and undergraduate students enrolled in an upper-level human gross anatomy course. Results demonstrate that undergraduate students perform lower than medical students overall, but the degree of difference in how they perform on higher- versus lower-order questions is comparable. The most notable exception is on practical examinations, where undergraduate students tend to struggle more with applying and analyzing information. Exploration of additional variables provides insight into how the cognitive level being assessed affects the time it takes to answer a question and how different practical examination question types and formats influence student performance. Findings presented in this study have implications for designing anatomy courses and underscore the importance of blueprinting assessments. 相似文献