Higher-Order Thinking Skills Improvement in Geography Learning on Material of Atmospheric Dynamic

Ananda, Azwar; Nofrion,

doi:10.2991/icesshum-19.2019.147

Cited by 4 publications

(5 citation statements)

References 4 publications

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“…They refer to the ways existing knowledge has to be applied and how complex the data/resources are that have to be manipulated [ 23 ]. In categorizations of geography tasks, often a distinction is made between lower and higher [ 24 , 25 , 26 ], or lower, middle and higher order thinking [ 27 , 28 ]. However, lower order thinking is not always defined in the same way: it can be restricted to the reproduction of knowledge, but it can also encompass the application of acquired knowledge.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In Bernstein's view [15] (p. 25), education can be seen as a "pedagogic device", which transforms knowledge into pedagogic communication. Communication within that device (i.e., the type of tasks in our research) is regulated by two main principles of control [15,18]: classification and framing.…”

Section: The Context Of the Recontextualization Process In Respect Of...mentioning

confidence: 99%

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Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

Krause

Béneker

Tartwijk

2021

EJIHPE

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Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exams have a clear focus on the use of thinking strategies. This paper explores the task setting and debriefing of Dutch geography teachers by analyzing twenty-three videotaped lessons in upper secondary education by using the Geography Task Categorization Framework. The results show that Dutch teachers mostly rely on textbooks when setting tasks. The focus lies on reproduction and the use of thinking strategies. Tasks aiming at (parts of) higher order thinking are barely used. Furthermore, teachers use tasks from previous high-stakes exams already used in an early stage of upper secondary education. In the debriefing of tasks, teachers move from simple and concrete to complex and abstract knowledge and vice versa. However, most of these movements aim at simplifying knowledge structures. In the observed lessons, curriculum aims at the level of (parts of) higher order thinking are not achieved. The evaluative rules as set by the high-stakes exams and the type of tasks offered by textbooks seem to be dominant.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: The Context Of the Recontextualization Process In Respect Of...mentioning

confidence: 99%

Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

Krause

Béneker

Tartwijk

2021

EJIHPE

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“…At the beginning of this decade, the assessment that is currently trending in Indonesia is an assessment that is able to refine students' thinking skills, namely higher-order thinking skills. Stein and Lane [41] and Ananda [42] define HOTS as the use of complex thinking and the use of different approaches, also the ability to complete tasks with multiple solutions [43][44] which require effort to find a structure or solutions [45][46][44]. Basically, the ability to analyze, evaluate, and create is often referred to as Higher-Order Thinking Skills [47][48][49] [50].…”

Section: B Higher-order Thinking Skills Assessmentmentioning

confidence: 99%

The Urgency of HOTS-Oriented Learning and Assessment Towards Quality of Education in Facing Indonesia Sustainable Development Goals (SDGs) 2030

Suwarto¹,

Sugandi²,

Ruhimat³

2021

Advances in Social Science, Education and Humanities Research

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In the early decades of the 21st century, especially in the era of industrial revolution 4.0, there are many demands on human resources quality improvement in the field of education. One of the ways to meet the demands is through learning process and classroom assessment. Nowadays, people are discussing and developing high-level order thinking skills (HOTS) oriented learning and assessment in order to increase the quality of education in Indonesia. Basically, the education quality is one indicator of sustainable development goals (SGDs) 2030. Therefore, this study aimed at investigating 1) Urgency of HOTSoriented learning towards the quality of education in facing Indonesia SDGs 2030. 2) Urgency of HOTS-oriented assessment towards the quality of education in facing Indonesia SDGs 2030.The method used in this study is literature review by using descriptive qualitative approach, and the data were collected from various relevant references consist of indexed journals, books and other types of sources. The findings of this study prove that 1) The implementation of HOTS-oriented learning during teaching and learning in the classroom is important to improve the quality of education, and 2) The implementation of HOTSoriented assessment in classroom learning is significant in order to improve the education quality in Indonesia to face Indonesia Sustainable Development Goals (SDGs) 2030. In conclusion, the implementation of HOTS learning and assessment in the classroom is very vital in order to improve the quality of Indonesian human resources in facing the Indonesia Sustainable Development Goals (SDGs) 2030 specifically in the field of education.

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“…A method by which distinction is often made between (geography) tasks is either lower and higher order thinking or lower, middle, and higher order thinking [16][17][18][19], which comes short of displaying meaningful variations in the lower category [20]. Depending on how the distinction is made [17], lower order thinking only includes tasks that aim to reproduce knowledge and rehearsed procedures.…”

Section: Tasks For Lower and Higher Order Thinkingmentioning

confidence: 99%

“…Recent empirical research in regard to tasks in geography education mainly concentrates on three aspects. Firstly, the research examines textbook tasks as part of the implemented curriculum concerning cognitive processes [1,16,20,36,37] or specific aspects such as spatial thinking, spatial planning, or future orientation [6,38,39]. Findings show tasks in textbooks that focus on higher order thinking skills, more complex spatial thinking, and on future orientation and planning generally, are scarce in all examined curriculum contexts.…”

Section: Empirical Findings About the Use Of Tasks In Geography Lessonsmentioning

confidence: 99%

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

2021

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Setting tasks plays a key role in geography lessons, as they enable students to engage with the subject content, guide lessons towards predefined learning outcomes, and are therefore important for assessment. At the same time, the use of tasks is complex as numerous aspects regarding the content and the students have to be taken into account. Based on theoretical and empirical literature, we identify seven quality criteria for tasks in geography education: motivating and engaging students; addressing the heterogeneity of students; structuring learning processes; comprehensible formulation; considering individual and social learning processes; making meaningful use of materials; and fostering the development of subject specific competences. These criteria were applied in observation of lessons, which were given during an exchange between student geography teachers from a Dutch and German university. Overall, it was found that student teachers recognize the defined quality criteria, but half of them focus on only one or two aspects. The difficulties student teachers face in task setting during their traineeship can partly be explained by their phase of apprenticeship and the context. The developed observation form was considered to be valuable for preparation and observation of and reflection on tasks in geography lessons, and the exchange enabled student teachers to gain an insight into their own teaching practice.

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Higher-Order Thinking Skills Improvement in Geography Learning on Material of Atmospheric Dynamic

Cited by 4 publications

References 4 publications

Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

The Urgency of HOTS-Oriented Learning and Assessment Towards Quality of Education in Facing Indonesia Sustainable Development Goals (SDGs) 2030

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

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