Improving Higher Order Thinking Skills among freshmen by Teaching Science through Inquiry

Muhamad Hugerat · Naji Kortam

97 citations0/0 files storedEurasia Journal of Mathematics Science and Technology Education

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Science Education and Pedagogy Innovative Teaching and Learning Methods Education and Critical Thinking Development

Abstract

Twenty-eight freshmen majoring in biology and/or chemistry in an Arab college in Israel, were given a pre-test and a post-test in which they had to identify the control group and design a controlled experiment. During the course an intervention was used. Science was taught by inquiry while using strategies that promote higher-order thinking skills like case studies and reading scientific research articles. The study found that learning methods had a significant effect on developing HOTS among the study participants. Also, the students expressed positive attitude, both emotionally and cognitive as a result of the intervention.

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References

1995National Science Education Standards 2012The Taxonomy of Educational Objectives 2014Taxonomy of Educational Objectives 1995Handbook of research on science teaching and learning 2013Case Studies and the Flipped Classroom 1987Education and Learning to Think 2000Inquiry and the National Science Education Standards 2002Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science

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2020Pengaruh model pembelajaran RADEC terhadap keterampilan berpikir tingkat tinggi siswa sekolah dasar 2020The Effect of Problem-Based Learning with Character Emphasis toward Students’ Higher-Order Thinking Skills and Characters 2019Attitudes toward Chemistry, Self-Efficacy, and Learning Experiences of Pre-Service Chemistry Teachers: Grade Level and Gender Differences 2023Trends and gaps in empirical research on gamification in science education: A systematic review of the literature 2017The Development and Evaluation of a Computer-Simulated Science Inquiry Environment Using Gamified Elements

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