Use real-world problems, open-ended class discussions, and inquiry-oriented experiments as higher order thinking strategies¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article names three concrete classroom strategies for promoting higher order thinking: "dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented experiments". These are offered as examples of the persistent practice the study links to critical thinking development, and are implementable in science lessons.

Design Implications¶

Context¶

Requirements¶

• Strategies must be practiced purposely and persistently by the teacher over time

Constraints¶

Target Learners¶

• high school science students

Target Learning Goals¶

• higher order thinking skills
• critical thinking

Claims¶

• Purposely teaching for higher order thinking skills enhances high school students' critical thinking compared with traditional teaching [+W]
• HOTS-oriented teaching improves disposition towards critical thinking subscales including truth-seeking, open-mindedness, self-confidence, and maturity [+W]

Related Strategies¶

• Methodological orientations and strategies for professors to promote integrated learning of civic competence
• Encourage Active Learning

Examples¶

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Key Sources¶

• Miri, B., David, BC. & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Res Sci Educ 37, 353–369. https://doi.org/10.1007/s11165-006-9029-2