Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?

Zohar, Anat; Dori, Yehudit Judy

doi:10.1207/s15327809jls1202_1

Cited by 428 publications

(294 citation statements)

References 38 publications

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“…Questions like what constitutes good thinking or how to foster students' thinking in school in general, and in science lessons in particular, have been increasingly discussed in the educational literature over the past few decades (Beyer, 1988;Costa, 1985;Glaser, 1984;Pogrow, 1988;Sternberg, 1987;Zohar, 1999Zohar, , 2004aZohar and Dori, 2003). Resnick (1987) suggested the concept of 'higher-order thinking,' which avoids a precise definition of thinking but instead points towards some general characteristics of higher-level thinking, as follows: higher-order thinking is non-algorithmic, complex, yields multiple solutions, requires the application of multiple criteria, self-regulation, and often involves uncertainty.…”

Section: Teaching Higher-order Thinking In the Science Classmentioning

confidence: 99%

“…True inquiry ends with an elaboration and judgment that depends upon the previous reasoning processes." In accordance with the Benchmarks for Scientific Literacy (American Association for the Advancement of Science (AAAS), 1994) and the National Science Education Standards (National Research Council (NRC), 1996), authors like Zoller (1997) and Zohar and Dori (2003) include the following examples of higher-order thinking patterns in inquiryoriented science education: formulating a research question, planning experiments, controlling variables, drawing inferences, making and justifying arguments, identifying hidden assumptions, and identifying reliable sources of information. Swartz (2001) points out that during the late 1980s and throughout the 1990s, teachers in a wide variety of schools all over the United States, as well as in other countries, restructured the ways they teach common content to infuse instruction in diverse thinking skills.…”

Section: Teaching Higher-order Thinking In the Science Classmentioning

confidence: 99%

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Reform-Based Science Teaching: Teachers’ Instructional Practices and Conceptions

Barak

Shakhman

2008

EURASIA J MATH SCI T

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This study aimed at exploring the practices and beliefs physics teachers have about introducing reform-based instruction into the physics class. Data were collected from semi-structured interviews held with 11 experienced physics teachers. The results revealed that the teachers occasionally introduced a small number of enhanced instructional strategies explicitly required by the formal curriculum into their class, such as presenting, analyzing and generalizing experimental results in different forms. However, the teachers used much fewer other strategies aimed at enhancing higher-order thinking, such as asking students to formulate their own questions or introducing them to problem-solving strategies used in class. Although physics is considered a relatively well-established subject in Israeli schools, extensive differences have been identified among teachers in issues such as using rich instructional strategies in class, their self-confidence in utilizing progressive instruction, and their beliefs about students' abilities to develop higher-order thinking. Teachers often regard reform-based instruction as an idealistic view rather than a clear schooling practice; further work is required in teachers' pre-service and in-service training to make the fostering of higher-order thinking a common ingredient in science teaching.

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Section: Teaching Higher-order Thinking In the Science Classmentioning

confidence: 99%

Section: Teaching Higher-order Thinking In the Science Classmentioning

confidence: 99%

Reform-Based Science Teaching: Teachers’ Instructional Practices and Conceptions

Barak

Shakhman

2008

EURASIA J MATH SCI T

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“…Collaborative inquiry, a major research strand in the field of computer-supported collaborative learning (CSCL), can bring students many benefits such as the development of collaboration skills, agency, critical thinking, metacognition and regulation (Raes et al 2014;White and Frederiksen 1998;Zohar and Dori 2003). However, many teachers do not believe students with low achievement to be capable of achieving higher-order learning goals (Raes et al 2014;Zohar et al 2001).…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, most students in Band-3 schools are students with low achievement, who are not adequately engaged with their schoolwork and academic achievement (Shen et al 2007). Students with low achievement are often one or more grade levels behind in mathematical skills, language and basic reading (Reglin 1993;Slavin 1991), and are often found to have some learning difficulties (Zohar and Dori 2003) and limited metacognitive skills (Hacker et al 2000). They exhibit little interest and negative attitudes toward their learning, and a poor self-image.…”

Section: Introductionmentioning

confidence: 99%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students' online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others' ideas, and synthesized and rose above their community's ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed.

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“…Most of the teaching and learning process that takes place in school is the lecture method, which is based on memorization of facts that leads students to think less critical (Cobb et al, 1992;Duplass and Ziedler, 2002). Thus, negligence of the importance of thinking skills in teaching and learning affects students' ability to think (Henningsen & Stein, 1997;Zohar & Dori, 2003). This leads to students' thinking ability in Indonesia is in low level.…”

Section: Introductionmentioning

confidence: 99%

Developing Critical Thinking Skills of Students in Mathematics Learning

et al. 2015

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Critical thinking skills should be part of student's learning and schools should be responsible to develop and evaluate critical thinking skills through teaching and learning process. This study aims to investigate the effects of mathematical learning modules based on PBL to critical thinking skills in mathematics at secondary school students in District of Bone. Assessment of critical thinking skills in non-routine mathematical problem solving includes three parts; namely the identification and interpretation of information, information analysis, and evaluation of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN) in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental with one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0. Result of the study found that there are positive effects of the use of mathematical learning module based on PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identification and interpretation of information, information analysis, and evaluation of evidence and argument.

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Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?

Cited by 428 publications

References 38 publications

Reform-Based Science Teaching: Teachers’ Instructional Practices and Conceptions

Reform-Based Science Teaching: Teachers’ Instructional Practices and Conceptions

Reflective assessment in knowledge building by students with low academic achievement

Developing Critical Thinking Skills of Students in Mathematics Learning

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