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ERIC Number: EJ811893
Record Type: Journal
Publication Date: 2008-Jun
Pages: 18
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-1354-0602
Fostering Higher-Order Thinking in Science Class: Teachers' Reflections
Barak, Moshe; Shakhman, Larisa
Teachers and Teaching: Theory and Practice, v14 n3 p191-208 Jun 2008
The study reported in this article aimed at exploring what teachers know and do about fostering higher-order thinking skills in teaching science, and how they see themselves involved in achieving this end. Data were collected through semi-structured interviews with 11 teachers experienced in teaching high school physics, which is considered a relatively difficult but well-established discipline. The findings highlighted a diversity among the teachers in four areas: meta-strategic knowledge of the concept of higher-order thinking; practical utilization of instructional strategies related to fostering higher-order thinking in the classroom; beliefs about students' abilities to acquire higher-order thinking skills; and self-perception regarding teaching towards higher-order thinking. Regarding the second area, for example, some of the teachers reported using teaching strategies in class that could impede the development of students as autonomous thinkers; others occasionally try to foster higher-order thinking among their students but regard this as a way of conveying subject content better; only a minority of the teachers see the fostering of higher-order thinking as an important objective of teaching physics. In summary, teachers are frequently puzzled or uncertain about the entire issue of fostering higher-order thinking in school. Introducing elements of constructivist pedagogy combined with the specific steps aimed at fostering higher-order thinking into the science class is required to make the development of higher-order thinking a regular ingredient in science teaching within the current schooling. (Contains 1 figure and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel