Science Teachers’ Understanding of Higher Order Thinking Skills

Cheda, Karma; Utha, Karma

doi:10.22161/ijels.65.32

Cited by 2 publications

(4 citation statements)

References 10 publications

(15 reference statements)

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“…Despite the favourable outlook towards the taxonomy, the findings unveiled that teachers predominantly incorporated lower cognitive levels in their instructional practices, with the application of HOTS largely confined to the construction of assessment items. These findings aligned with the findings of other studies which reported a notable disparity between the teachers' conceptions of the Bloom's Taxonomy and the inclusion of the taxonomy in their instructional practice (Abdullah et al, 2017;Cheda & Utha, 2021;Che Seman et al, 2017;Suhaili, 2014;Wan Yusoff & Che Seman, 2018). As a result, lessons remained at lower-level cognition despite the curriculum requirement that emphasizes on nurturing critical thinking skills.…”

Section: Discussionsupporting

confidence: 87%

“…Studies exploring teachers' perceptions of higher-order thinking skills (HOTS) and its integration in instructional practice has consistently revealed a reverse relationship. Although teachers have demonstrated positive attitudes toward HOTS and recognized its significance, their teaching methods have predominantly centred on lower-order thinking skills (LOTS) (Cheda & Utha, 2021;Che Seman et al, 2017;Suhaili, 2014;Wan Yusoff & Che Seman, 2018). In a study by Abdullah et al (2017) on teachers' understanding of Bloom's Taxonomy, they observed that while teachers exhibited theoretical familiarity with the taxonomy, they encountered difficulties in distinguishing the differences in the characteristics and applications of LOTS and HOTS.…”

Section: Teachers' Integration Of Hotsmentioning

confidence: 99%

“…In such teacher-centered learning environments characterized by predominantly one-way communication, the facilitation of HOTS was notably challenging. Conversely, Azhari and Ismail (2013) and Cheda and Utha (2021) found that teachers possessed the requisite knowledge and skills to integrate HOTS into their lessons but persistently adhered to conventional teaching methods. These findings collectively highlighted the significance of a paradigm shift in instructional approaches to authentically nurture HOTS among students.…”

Section: Teachers' Integration Of Hotsmentioning

confidence: 99%

“…This void in the literature illuminates the novelty and importance of such an investigation. Studies measuring teachers' knowledge and competency in using Bloom's Taxonomy, particularly in constructing HOTS-related tasks, found that teachers recognized its importance but faced challenges in its integration (Cheda & Utha, 2021;Che Seman et al, 2017;Suhaili, 2014). This stemmed from teachers' awareness of the aspirations and goals of SBA and Classroom-based Assessment; however, they lacked the sufficient knowledge and know-how in the integration of Bloom's Taxonomy and HOTS-related tasks into their instructional activities (Che Seman et al, 2017;Wan Yusoff & Che Seman, 2018).…”

Section: Introductionmentioning

confidence: 99%

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The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers’ Perspectives and Practice

Zaiful Shah,

Zakaria

2024

IJARPED

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This study explores secondary school Malaysian teachers' conceptions of Bloom's Taxonomy of the cognitive domain and their integration of Higher Order Thinking Skills (HOTS) in science instruction and assessment. Employing a qualitative research design, the study involved semistructured interviews with four science teachers from two secondary schools to investigate (1) teachers' understanding and perceptions of Bloom's Taxonomy, and (2) their strategies for incorporating HOTS in their instructional and assessment practices. The findings unveiled the teachers' optimistic views on Bloom's Taxonomy and its perceived positive impact on student learning. However, their integration of the taxonomy into instruction was limited, with the inclusion of Lower Order Thinking Skills (LOTS) and HOTS tasks and activities contingent on the academic abilities of the student groups. Notably, some teachers harbor a misconception that only high-ability students can engage in HOTS, leading to an emphasis on LOTS activities in classrooms with lower-ability students. Additionally, teachers were found to utilize different sets of pedagogical approaches and strategies when dealing with lowability and high-ability groups of learners. The study concludes that there is a critical need for targeted professional development to correct misconceptions and enhance teacher capabilities in effectively integrating HOTS. Future research should examine the influence of teacher beliefs on instructional practices more comprehensively, incorporating classroom observations and document analysis to provide a more holistic understanding of how cognitive domain theories are integrated into practical teaching methodologies.

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Section: Discussionsupporting

confidence: 87%

Section: Teachers' Integration Of Hotsmentioning

confidence: 99%

Section: Teachers' Integration Of Hotsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers’ Perspectives and Practice

Zaiful Shah,

Zakaria

2024

IJARPED

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Knowledge, Skills and Attitude of Pre-Service Mathematics Teachers Towards Higher-Order Thinking Skills

Ahmat¹,

Azmee²,

Huda³

et al. 2022

INT J EDUC METHODOL

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This research was aimed to determine the level of knowledge, skills and attitude of pre-service Mathematics teachers in Universiti Pendidikan Sultan Idris (UPSI) towards higher-order thinking skills (HOTS) and whether the elements of HOTS were translated into the teaching courses. The research was also designed to analyze the relationship between the pre-service Mathematics teachers’ exposure to HOTS through the teaching courses and their level of knowledge, skills and attitude towards HOTS. The study utilized a quantitative approach by administration of a survey to a simple random sample of 110 pre-service Mathematics teachers from UPSI. A questionnaire with five different parts was used as the research instrument with a reliability value of .979. The collected data were then analyzed using descriptive and inferential statistics. The descriptive statistics were used to determine the mean scores of the level of knowledge, skills and attitude among the pre-service Mathematics teachers, whereas inferential statistics using Pearson-r correlation was implemented to describe the relationship between the studied variables. The findings demonstrated that the knowledge and skills of pre-service Mathematics teachers towards HOTS were at a moderate level as opposed to their attitude and exposure to HOTS which were found to be at a high level. The data analysis using Pearson correlation illustrated a significant positive relationship with r = .727, r = .757 and r = .667 between the exposure to HOTS through the teaching courses and the level of knowledge, skills and attitude regarding HOTS of pre-service Mathematics teachers at UPSI, respectively. In conclusion, the research here indicates that pre-service Mathematics teachers in general, are positive towards the implementation of HOTS but they are lacking in terms of knowledge and skills. This research is useful in the field of Mathematics education as it can serve as a guidance to further enhance the knowledge, skills and attitudes especially for future Mathematics teachers in implementing HOTS effectively and improving the quality of the teaching program offered by the university indirectly.

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Science Teachers’ Understanding of Higher Order Thinking Skills

Cited by 2 publications

References 10 publications

The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers’ Perspectives and Practice

The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers’ Perspectives and Practice

Knowledge, Skills and Attitude of Pre-Service Mathematics Teachers Towards Higher-Order Thinking Skills

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