Teaching higher order thinking skills to gifted students: A meta-analysis

Lo, C. Owen; Feng, Li-Chuan

doi:10.1177/0261429420917854

Cited by 17 publications

(10 citation statements)

References 49 publications

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“…These findings also indicate the benefits of having an affective curriculum that exposes students to critical sociocultural issues and encourages them to gather to debate such issues (Hébert, 2012; Jen et al, 2016; Peterson, 2000). This is helpful not only for creating an open and accepting classroom milieu (Hébert et al, 2014) but also for attuning to the intellectual potential (e.g., addressing complexity) of these cognitively highly capable students (Dixon et al, 2004; Lo & Feng, 2020). Kanevsky et al (2021) also indicated that gifted students prefer learning with others when the learning tasks address complex issues where diverse perspectives are beneficial to the project assigned.…”

Section: Discussionmentioning

confidence: 99%

Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students

Sungur

et al. 2021

Gifted Child Quarterly

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In a recent position statement, the National Association of Gifted Children argued the importance of providing equitable treatment of Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) gifted youth to help them maximize their potential. However, there are very few empirical studies focusing on the intersection of giftedness and gender identities. Little is known regarding these students’ experience at, and outside of, school. Focusing on the individual process of gender identity development and self-acceptance, we interviewed nine LGBTQ+ postsecondary students in North America (aged between 19 and 29 years) who are graduates of an academically focused high school in Turkey. In particular, we studied their ways of thinking, stress coping strategies, and environmental factors that may have enabled their self-acceptance of LGBTQ+ identities. Findings of the study show that the mental health of LGBTQ+ is a function of individual factors (e.g., coping strategies), structural factors (e.g., a homophobic sociocultural environment), and the context. The findings also indicate the benefits of complexity and reflectiveness in thinking, metacognition and the ability to separate identity labels from identities, enabled by high school peer support, liberal curriculum and classroom discussions, and access to information during adolescence.

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Section: Discussionmentioning

confidence: 99%

Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students

Sungur

et al. 2021

Gifted Child Quarterly

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“…HOTS stands for higher order thinking skills. Higher order thinking skills contain several sequences of thinking criteria, including being able to understand, apply, analyze, evaluate and create (Lo & Feng, 2020). HOTS has three points.…”

Section: Introductionmentioning

confidence: 99%

“…Application of students' HOTS and critical thinking can be implemented through the application of student assessments. According to Lo & Feng (2020), assessment is the process of getting information about student learning abilities referring to the evaluation of overall student performance in generating assumptions about learning which includes student quality and achievement. In simple, assessment is a method in assessing the materials that are correspond with students' needs and their learning goals.…”

Section: Introductionmentioning

confidence: 99%

Promoting HOTS and critical thinking to English students of higher education through authentic assessment

Lisdawati

Umam

2022

Erudita

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The development of social life relationship in this 21st century becomes more challenging than the previous era. All the human being needs to be designed sophisticatedly with some skills to maintain the global welfare, such as critical thinking skill which is the ability to test, analyze and explain the validity of the information according to a particular task or situation. Critical thinking that is accompanied by creativity build a high terminology called HOTS that produces the activity of analyzing, evaluating and creating something new. Critical Thinking and HOTS are expected to be implemented in Indonesia’s educational policies due to critical thinking skill in Indonesia is still low. Therefore, this study aims to know the role of authentic assessment on higher education English students’ critical thinking skill and HOTS. This study used qualitative descriptive approach by giving participants a bunch of discussion in a form of interview where the participants were four college students from a private university in Bogor. The result of this study showed that authentic assessment promotes English students’ critical thinking and HOTS through the activity where they were able to explore and reflect their comprehension to their situation and make a product related to their learning.

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“…With a little bit of difference, most researches all mention three most important parts in higher-order thinking skills, namely, critical thinking skills, problem-solving strategy, and creativity. Higher-order thinking skills are highly valued, just as it was mentioned by the World Economic Forum in 2016 that critical thinking and complex problem-solving will sure be the most demanded job qualifications [10]. Wu Yan (2018), the Director of Higher Education Department of Ministry of Education, put forward the "golden lesson" standard in the National University Teaching Forum, in which higher-order is interpreted as a fusion of knowledge, ability, and quality with the aim of cultivating students' advanced thinking ability and comprehensive ability to solve complicated problems [11].…”

Section: Introductionmentioning

confidence: 99%

Quantitative and qualitative analysis of higher-order thinking skills in blended learning

He¹,

Singh²,

Ebrahim³

2022

P Sci Edu

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The problem and the aim of the study. Higher-order thinking skills is a very popular concept in education field around the world. Among the broad range of higher-order thinking skills, recent studies are concentrating on fostering higher-order thinking skills in education. The number of related publications demands a bibliometric study for finding the keywords, sources, countries, and research clusters. And the study carried out a bibliometric analysis of the relevant publications on higher-order thinking skills from Scopus database between 2011 and 2020. Research methods. A visual system of top keywords in higher-order thinking skills research has been produced by analyzing of keywords co-occurrence. And by using bibliography inquiry, the most common topic of blended learning has been found. This study also investigates the recent publication trend of higher-order thinking skills in blended learning. Results. The annual number of publications demonstrates an uptrend in the area of higher-order thinking skills, and the publication rates have increased distinctively in 2018 and 2019. Indonesia and the United States have already become the two major research centers while Malaysia and Australia are joining the research circle in the near future. Related publications had been related to the field of education and metacognition from the very beginning in 2016, and then to the field of higher education, critical thinking and assessment, followed by active thinking and learning in 2017, and eventually to blended learning and flipped classroom in 2018. The systematic structure shows that the United States and Korea have more papers from joint efforts than other countries. In particular, Korea became the most collaborative country. The Journal of Physics: Conference series has signified an increasing occurrence in publications on Higherorder thinking skills in blended learning with “student” acting as the most influential word. Fostering higher-order thinking skills cultivation in flipped classroom and scaffolding higher-order thinking skills activities in learning approaches are both crucial areas involved. In conclusion, the quantitative analysis on higher-order thinking skills through bibliometric study has revealed the recent subfield of blende learning. Thus, the dataset is further refined by blended learning, considering publication year, sources, countries and organizations, keywords and topics. The annual output of publications on higher-order thinking in blended learning have risen in the past ten years, showing it is more likely to keep developing in the near future.

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Teaching higher order thinking skills to gifted students: A meta-analysis

Cited by 17 publications

References 49 publications

Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students

Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students

Promoting HOTS and critical thinking to English students of higher education through authentic assessment

Quantitative and qualitative analysis of higher-order thinking skills in blended learning

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