Enhancing Students’ High-Order Cognitive Skills for Hierarchical Designs in Micro and Symbolic Particulate Nature of Matter

Abstract

To be familiar with micro and symbolic performances, students could work out more effective approaches of innovated techniques known as five hierarchical designs in chemistry equilibrium. However, the most frequently reported problem in students’ assessment of chemistry study is attributed to their poor skill recognizing basic concepts. The aim of this research was to construct the 6 test items to help undergraduate students assess their high-order and low-order cognitive skills as a deeper framework of particle representations. It takes a dynamic appeal for students to identify their profound understanding of cognitive skills in accordance with their potential performances of particle representations. In this research, students activate the test instrument to sustain their development of content validity and inter-rater reliability. The research results mark a different responsive engagement of both high-order and low-order cognitive skills in students’ total performances with the skill ratio score of 1:6 for conceptual recognition and analyses of micro and symbolic performances. All students’ micro and symbolic performances offer an indication for understanding their advanced cognitive skills in the particulate nature of matter. It is beneficial to improve new perspectives in the discussions and activity hierarchical designs in their chemistry equilibrium classrooms. Keywords: high-order cognitive skills, hierarchical designs, micro, symbolic performances, particulate nature of matter

A New Assessment of Hocs-Oriented Learning for Students’ Higher-Order Thinking Abilities by Marzano’s Taxonomy

“…In addition to the finding by Jaber and BouJaoude (2012) for macro-micro-symbolic teaching in promoting students' latent conceptual understanding and relational learning of chemical reactions, the claims for thermodynamic properties by Becker et al (2013) served as an alternative justification of students' particulate-level of understanding physical and chemical properties. The improvement of Su's (2020) proposal for micro and symbolic performances also animated students' cognitive skills and advanced their hierarchical understanding in chemistry equilibrium classroom.…”

“…Many instructors, science educators, and researchers have pointed out the subtle aspects of students' HOCSoriented development in chemistry education (Vachliotis et al, 2014;Su, 2017Su, , 2020. Essential learning objectives are needed for students to construct higher-order thinking abilities and problem-solving implements in chemistry equilibrium.…”

Implementation of Ssi Concept Mapping as a Dynamic Learning Environment to Enhance Students' Scientific Performance

“…Student interview responses and teacher observations indicated that SSICM's use of argument in the classroom was a real benefit. SSICM's argumentation provided benefits, such as students' learning qualities in reading, writing, high order thinking, and problem-solving (Chin et al, 2016;Su, 2020Su, , 2016. From argument to science research, teachers found that students improved scientific knowledge to express the right ideas and positive argumentative attitude in class.…”

The Development of Higher Order Thinking Skills (Hots) Test Instrument on Metabolism Topic for Senior High School Level

“…Several studies on assessment especially on the development of HOTS-based instruments have been carried out (Rintayati, P, 2021;Su, 2020;Hidayat, 2020;Luo, 2020;Rahayu, 2020;Subia, G.S, 2020;Risna, 2020;Kurniawan, 2019 ;Istiyono, E, 2019;Semilarski, 2019;Wahono, 2019;Utomo, 2018;Hamdi, 2018;Kusuma, 2017;Ahmad, 2017;Kurbanoglu, 2017;Barz, 2017;Saat, 2016;Samritin, 2016;Hanum, 2015 ;Park, 2014;Muhammad, 2014;Lemons, 2013;Koksal, 2010). However, their study only focus on the development of diagnostic instruments, the introduction and development of the HOTS instruments in general to measure students' scientific reasoning skills to achieve the target scores of PISA and TIMSS international standards.…”