Teachers’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam

Cao, Ha Thi

doi:10.18662/rrem/33

Cited by 8 publications

(11 citation statements)

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“…Hastuti et al (2022) reviewed the lesson plans for elementary pre-service teachers that focused on problem-solving and critical thinking skills. Cao (2018) explored the teaching competence of mathematics teachers to develop higher order thinking skills through reviewing lesson plans. However, special research that focuses on pre-service elementary teachers (especially Madrasah Ibtidaiyah pre-service teachers) in developing lesson plans based on students' HOTS is currently still very rare.…”

Section: Many Scholars Have Conducted Several Studies On Lesson Plans...mentioning

confidence: 99%

Evaluation on Lesson Plans of Elementary Pre-Service Teachers Fostering HOTS within Shulman’s Framework

et al. 2022

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<p><span>This study aimed at explaining the capacity of pre-service teachers in designing teaching activities to foster Higher Order Thinking Skills (HOTS). The research participants were 35 pre-service teachers attending Madrasah Ibtidaiyah Teacher Education department at a state university in Malang. The research method was descriptive quantitative. The assessment was conducted by reviewing lesson plans designed by the pre-service teachers. Rubric within Shulman's framework was used for assessing the lesson plans by considering some key aspects of teaching to foster HOTS, namely content knowledge, the use of questions, and problem-solving. The results have revealed that the pre-service teachers did not show a good ability to interpret contents. Besides, the pre-service teachers tended to use clarifying questions in learning. This was due to the fact that the designed learning had not been based on problems. It can be said that the capacities of the pre-service teachers in both content knowledge and pedagogical knowledge were considerably low. Both types of knowledge have shown a significant correlation in the context of teaching to foster HOTS. </span></p>

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Section: Many Scholars Have Conducted Several Studies On Lesson Plans...mentioning

confidence: 99%

Evaluation on Lesson Plans of Elementary Pre-Service Teachers Fostering HOTS within Shulman’s Framework

et al. 2022

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“…There is mixed evidence on practices to support higher-order thinking skills. On the one hand, teachers rarely asked questions that required students to share their perspectives and viewpoints or to examine the consequences of concepts, formulas, or theorems (Cao 2018). Hoang et al (2018) also noted that teachers tended to ignore their students' ideas.…”

Section: Viet Nammentioning

confidence: 99%

How Teachers Teach:

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2020

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“…The current researches of many scholars are devoted to examining these skills and their importance for the process of teaching. The article by Salido and Dasari (2019), for instance, is dedicated to the research of the 4 C's Theory application to develop the student`s reflective thinking; Suraini, Haliza, Normazla, Norhaili, Noor Saazai, & Simkin, (2018) showed how the 4 C's Theory is applied for Problem-Based learning and Language Case Crafting; analysis of the 4 C's Theory application for mastering higher-order thinking skills is of special interest in the paper of Cao (2018).…”

Section: Problem Statementmentioning

confidence: 99%