The Higher-Order Map Theory of Consciousness

Gottlieb, Joseph

doi:10.1080/00048402.2020.1861038

Cited by 4 publications

(2 citation statements)

References 41 publications

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“…The PBL model is a model that has the characteristics of a problem as a source or topic in learning. So, the teacher in planning the learning process of the PBL model must pay attention to the problems that will be presented in the learning process, if the problems presented are not appropriate then it will disrupt the learning process so that it results in learning outcomes which is less than optimal, in accordance with previous research where teachers experience learning planning obstacles in determining the problems to be presented (Danvers, 2021;Gottlieb, 2022).…”

Section: Discussionsupporting

confidence: 73%

The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

Arviani,

Wahyudin,

Dewi

2023

j. pendidik. indonesia.

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This research was motivated by the low ability of students to understand scientific concepts and solve scientific problems. The aim of this research is to analyze the effectiveness of the PBL learning model in improving Higher Order Thinking Skills (HOTS) abilities. A quantitative approach was used in this research using the Quasi Experimental method with a Non Equivalent Control Group design to determine the effectiveness of learning using the problem based learning (PBL) model in improving students' high-level thinking skills in vocational school student product competencies. The sample selection technique used was purposive sampling by selecting a sample of 200 class III vocational school students. Data is collected by using is pretest-intervention-posttest. The test conducted in normality, homogeneity, and hypothesis tests. The results of the research show that the problem-based learning method is effective in improving high-level thinking abilities significantly compared to control abilities using conventional methods. Overall student cognitive learning outcomes from the pre-test and post-test always increase, where in the experimental class it increases from 28.45 to 68.6 while in the control class it increases from 23.78 to 55.32. Then a Wilcoxon test of 0.000 (2-tailed sig <0.05) was carried out to determine the magnitude of the intervention effect. Based on the test results, students who received intervention with PBL experienced a significant increase in high-level thinking skills in product competency for vocational school students compared to students who received intervention with conventional methods.

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Section: Discussionsupporting

confidence: 73%

The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

Arviani,

Wahyudin,

Dewi

2023

j. pendidik. indonesia.

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“…From previous studies, it was found that critical thinking skills are very necessary because most students are unable to use their reasoning skills when solving complex problems (Gottlieb, 2022;Hollis, 2023). It can be said that the ability to think critically is one of the key requirements for a successful life in modern times because of increasingly rapid changes in the complexity of various information and knowledge.…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

Role of Teaching Strategies in Promoting Students’ Higher Order Thinking Skills and Critical Thinking Dispositions

Arviani,

Wahyudin,

Dewi

2023

IJLTER

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One of the causes of students' low higher level thinking abilities is the use of teaching strategies. This research aims to investigate the role of higher order thinking skills teaching strategies to improve students' critical thinking skills in science learning. The research design used was quasi-experimental by dividing students into three groups, namely the experimental class which received teaching strategy intervention that encouraged higher level thinking skills, while the other two groups were students majoring in science and non-science who received traditional teaching intervention. The participants involved were 300 vocational school students. The instruments used in this research are critical thinking skills assessment instruments, dispositions observation sheet of teaching strategies used by the teacher, and question sheets that reveal the teacher's perspective on higher order thinking skills. Quantitative analysis was applied to the data and included descriptive statistics and ANOVA tests and was strengthened by qualitative data analysis using analysis of interview results. Research findings show that students in the experimental group showed significant improvements in all components of critical thinking and dispositional aspects. The increase in critical thinking skills appears significant in all aspects, namely evaluative, identification and inference. Improvements in the disposition aspect can be seen in the ability to seek the truth, the ability to open one's mind, self-confidence, and maturity in facing problems. In addition, teaching designed to improve high-level thinking skills has intensity in several activities such as always presenting problems in context, open discussions, encouraging students to experiment, being inquiry-oriented, and providing many opportunities to develop critical thinking skills. This research means that students' critical thinking abilities can be improved by designing teaching that integrates several methods that encourage them to think critically. Researchers recommend the need for teacher professional development programs, especially in the use of teaching strategies that encourage higher order thinking skills in the teaching process.

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A heterodox defense of the actualist higher-order thought theory

Marchesi

2021

Philos Stud

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I defend the actualist higher-order thought theory against four objections. The first objection contends that the theory is circular. The second one contends that the theory is unable to account for the alleged epistemic position we are in with respect to our own conscious mental states. The third one contends that the theory is unable to account for the evidence we have for the proposition that all conscious mental states are represented. The fourth one contends that the theory does not accommodate the intimacy we have with our own conscious mental states. To some extent, my defense will be heterodox, in the sense that I will show that some objections are satisfactorily answerable even if we concede to the objectors a point that higher-order theorists do not seem to be willing to concede, that is, that the theory is the result of conceptual analysis.

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The Higher-Order Map Theory of Consciousness

Cited by 4 publications

References 41 publications

The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

Role of Teaching Strategies in Promoting Students’ Higher Order Thinking Skills and Critical Thinking Dispositions

A heterodox defense of the actualist higher-order thought theory

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