Using ‘HOCS-Centered Learning’ as a Pathway to Promote Science Teachers' Metacognitive Development |
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| Authors: | Mary Leou Pamela Abder Megan Riordan Uri Zoller |
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| Institution: | (1) Steinhardt School of Education, New York University, New York;(2) Faculty of Science & Science Education – Chemistry, Haifa University-Oranim, Kiryat Tivon, Israel;(3) Steinhardt School of Education, New York University, 239 Greene Street, New York, NY 10003, USA |
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| Abstract: | 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. |
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| Keywords: | metacognitive development non-formal learning non-traditional assessment question-asking teacher thinking |
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