ERIC Number: EJ1179043
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Development of an Instructional Model for Higher Order Thinking in Science among Secondary School Students: A Fuzzy Delphi Approach
Saido, G. A. M.; Siraj, S.; DeWitt, D.; Al-Amedy, O. S.
International Journal of Science Education, v40 n8 p847-866 2018
It is important for science students to develop higher order thinking (HOT) so that they can reason like scientists in the field. In this study, a HOT instructional model for secondary school science was developed with experts. The model would focus on reflective thinking (RT) and science process skills (SPS) among Grade 7 students. The Fuzzy Delphi Method (FDM) was employed to determine consensus among a panel of 20 experts. First, semi-structured interviews were conducted among the experts to generate the elements required for the model. Then, a questionnaire was developed using a seven-point linguistic scale based on these elements. The defuzzification value was calculated for each item, and a threshold value (d) of 0.75 was used to determine consensus for the items in the questionnaire. The alpha-cut value of >0.5 was used to select the phases and sub-phases in the model. The elements in the model were ranked to identify the sub-phases which had to be emphasised for implementation in instruction. Consensus was achieved on the phases of the HOT instructional model: engagement, investigation, explanation, conclusion and reflection. An additional 24 learning activities to encourage RT skills and SPS among students were also identified to develop HOT skills in science.
Descriptors: Thinking Skills, Questionnaires, Science Instruction, Skill Development, Secondary School Students, Reflection, Science Process Skills, Grade 7, Delphi Technique, Specialists, Semi Structured Interviews, Models, Teaching Methods, Likert Scales, Evaluation Criteria
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A