EFFECT OF COMBINED TEACHING STRATEGIES ON HIGHER ORDER THINKING SKILLS HOTS OF BIOLOGY STUDENTS

http://dx.doi.org/10.31703/grr.2019(IV-I).33      10.31703/grr.2019(IV-I).33      Published : Mar 1
Authored by : NasirMehmood , MuhammadAnwer , AhmedTatlah

33 Pages : 312-319

References

  • Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.
  • Bloom, B. S. (Ed). (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. New York: McKay
  • Bravo, M. A., Mosqueda, E., Solís, J. L., & Stoddart, T. (2014). Possibilities and limits of integrating science and diversity education in preservice elementary teacher preparation. Journal of Science Teacher Education, 25(5), 601-619.
  • Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. Retrieved from http://www.ascd.org/publications/books/109111.
  • Caine, G., Caine, R.N., McClintic, C. & Klimek, K. (2005). 12 Brain/Mind learning principles in action. Thou- sand Oaks, CA: Corwin Press.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic
  • Collins, R. (2014). Skills for the 21stcentury: teaching high- er-order thinking. Curriculum & Leadership Journal,12(14), 1-8.
  • Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning:A constructivistapproach tolearning. Reference Services Review,32(2),141-148.Retrieved from http://dx.doi.org/10.1108/00907320410537658.
  • Cox, J. (2016). Teaching strategies that enhance higher order thinking. Retrieved from http://www.teachhub. com/teachingstrategies-enhance-higher-order- thinking.
  • Crawford, C. M., & Brown, E. (2002). Focusing upon higher-order thinking skills: WebQuests and the learner-centered mathematical learningenvironment. Retrieved from http://eric.ed.gov/?id=ED474086.
  • Creemers, B. P. (2007). Combining different ways of learning and teaching in a dynamic model of educational effectiveness. Journal of Basic Education, 17(1).
  • Eady, M. J., & Lockyer, L. (2013). Tools for learning: technology and teaching strategies: Learning to teach in the primary school, Queensland University of Technology.
  • Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911.
  • Gay, L.R. (2000). Educational Research. Fifth Edition. Published by Merrill Publishing Company -ISBN: 0-023408014-6.
  • Government of Pakistan (2009). National Education Policy 2009. Ministry of Education: Islamabad.
  • Gronlund, N. E., & Linn, R. L. (1998). Measurement and evaluation in teaching (6th ed.). New York: Macmillan Publishing Company.
  • Halton, C., (2019). Digital Native, https://www.investopedia.com/terms/d/digital-native.asp
  • Heong, Y. M., Junos, J. B. M., Hassan, R. B., Othman, W.B., & Kiong, T. T. (2011). The perception of the level of higher order thinking skills among technical edu- cation students. IPEDR, 5, 281-285. Retrieved from http://www.ipedr.com/vol5/no2/62-H10167.pdf.
  • Hershberger, K., Zembal-Saul, C., & Starr, M. L. (2006). Evidence helps the KWL get a KLEW. Science & Children, 43(5), 50-53
  • Higgins S, Hall E, Baumfield V, Moseley D (2005). A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
  • Iqbal, H. M., & Shayer, M. (2000). Accelerating the development of formal thinking in Pakistan secondary school students: Achievement effects and professional development issues. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(3), 259-274.
  • Jayapraba, G. (2013). Metacognitive instruction and co-operative learning-strategies for promoting insightful learning in science. International Journal on New Trends in Education and Their Implications, 4(1), 165-172.
  • Jodl, H., & Eckert, B. (1998). Low-cost, high-tech experiments for educational physics. Physics Education, 33(4), 226- 235.
  • Kagan, & M. Kagan (2009). Cooperative Learning. Kagan Publishing, cop., San Clemente, CA (2009)
  • Kamisah, O., & Neelavany M. (2010). Setting new learning targets for the 21st century science education in Malaysia. Procedia Social and Behavioral Science 2,3737-33741.
  • Lambert, J. & Cuper, P., (2008). Multimedia Technologies and Familiar Spaces: 21st Century Teaching for 21st Century Learners, Contemporary Issues in technology and teacher education, 8 (3),
  • Liaw, S. Y., Wong, L. F., Chan, S. W. C., Ho, J. T. Y., Mordiffi, S. Z., Ang, S. B. L., ... & Ang, E. N. K. (2015). Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. Journal of Medical Internet Research, 17(1), e5.
  • Merta Dhewa, K., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The development of Higher Order Thinking Skill (Hots) instrument assessment in physics study. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(1), 26-32.
  • NCREL & Metiri. (2003). EnGauge 21st century skills: Literacy in digitalage. Napierville. IL&LosAngeles. CA: NCREL & Metiri
  • Ogle, D. M. (1986). K-W-L:Ateaching model that develops active reading of expository text. Reading Teacher,39, 564- 570.
  • Osman, K., & Marimuthu, N. (2010). Setting new learning targets for the 21st century science education in Malaysia. Procedia-Social and Behavioral Sciences, 2(2), 3737-3741.
  • Pogrow, S. (2005). HOTS revisited: A thinking development approach to reducing the learning gap after grade 3. Phi Delta Kappan, 87(1), 64-75.
  • Polly & Ausband (2009) Developing higher-order thinking skills through webquests. Journal of Computing in Teacher Education, 26(1), 29-34.
  • Ramos, J. L., Dolipas, B. B., &Villamor, B. B. (2013). Higher order thinking skills and academic performance in Physics of college students: A regression analysis. International Journal of Innovative Interdisciplinary Research, 4, 48-60.
  • Ramos. G.R, & Morales. M.P.E (2016).Utilizing Combined Strategies to Enhance Higher Order Thinking Skills of Low Performing Students in Science, The Normal Lights
  • Sabu, N. (2018). The Need for Creativity in Teaching Higher Order Thinking Skills in Biology. International Journal of Academic Research in Business and Social Sciences, 8(1), 889-898.
  • Scott. L.C. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? Education Research and Foresight Working Papers
  • Shayer, M. & Adey, P.S, (2002) (eds.). Learning Intelligence: Cognitive Acceleration across the curriculum from 5 to 15 years. Milton Keynes: Open University Press.
  • Siddiquah, a. (2009). Developing thinking skills of early school children through science activities (Doctoral dissertation, University of the Punjab Lahore).
  • Veselinovska, S. S., Gudeva, L. K., & Djokic, M. (2011). The effect of teaching methods on cognitive achievement in biology studying. Procedia-Social and Behavioral Sciences, 15, 2521-2527.
  • Yuliati, S. R., & Lestari, I. (2018). Higher-order thinking skills (hots) analysis of students in solving hots question in higher education. Perspektif Ilmu Pendidikan, 32(2), 181-188.
  • Zheng, A. Y., Lawhorn, J. K., Lumley, T., & Freeman, S. (2008). Application of Bloom's taxonomy debunks the
  • Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The journal of the learning sciences, 12(2), 145-181.
  • Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers'beliefs about low achieving students and higher order thinking. Teaching and Teachers' Education, 17, 469-485.

References

  • Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.
  • Bloom, B. S. (Ed). (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. New York: McKay
  • Bravo, M. A., Mosqueda, E., Solís, J. L., & Stoddart, T. (2014). Possibilities and limits of integrating science and diversity education in preservice elementary teacher preparation. Journal of Science Teacher Education, 25(5), 601-619.
  • Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. Retrieved from http://www.ascd.org/publications/books/109111.
  • Caine, G., Caine, R.N., McClintic, C. & Klimek, K. (2005). 12 Brain/Mind learning principles in action. Thou- sand Oaks, CA: Corwin Press.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic
  • Collins, R. (2014). Skills for the 21stcentury: teaching high- er-order thinking. Curriculum & Leadership Journal,12(14), 1-8.
  • Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning:A constructivistapproach tolearning. Reference Services Review,32(2),141-148.Retrieved from http://dx.doi.org/10.1108/00907320410537658.
  • Cox, J. (2016). Teaching strategies that enhance higher order thinking. Retrieved from http://www.teachhub. com/teachingstrategies-enhance-higher-order- thinking.
  • Crawford, C. M., & Brown, E. (2002). Focusing upon higher-order thinking skills: WebQuests and the learner-centered mathematical learningenvironment. Retrieved from http://eric.ed.gov/?id=ED474086.
  • Creemers, B. P. (2007). Combining different ways of learning and teaching in a dynamic model of educational effectiveness. Journal of Basic Education, 17(1).
  • Eady, M. J., & Lockyer, L. (2013). Tools for learning: technology and teaching strategies: Learning to teach in the primary school, Queensland University of Technology.
  • Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911.
  • Gay, L.R. (2000). Educational Research. Fifth Edition. Published by Merrill Publishing Company -ISBN: 0-023408014-6.
  • Government of Pakistan (2009). National Education Policy 2009. Ministry of Education: Islamabad.
  • Gronlund, N. E., & Linn, R. L. (1998). Measurement and evaluation in teaching (6th ed.). New York: Macmillan Publishing Company.
  • Halton, C., (2019). Digital Native, https://www.investopedia.com/terms/d/digital-native.asp
  • Heong, Y. M., Junos, J. B. M., Hassan, R. B., Othman, W.B., & Kiong, T. T. (2011). The perception of the level of higher order thinking skills among technical edu- cation students. IPEDR, 5, 281-285. Retrieved from http://www.ipedr.com/vol5/no2/62-H10167.pdf.
  • Hershberger, K., Zembal-Saul, C., & Starr, M. L. (2006). Evidence helps the KWL get a KLEW. Science & Children, 43(5), 50-53
  • Higgins S, Hall E, Baumfield V, Moseley D (2005). A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
  • Iqbal, H. M., & Shayer, M. (2000). Accelerating the development of formal thinking in Pakistan secondary school students: Achievement effects and professional development issues. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(3), 259-274.
  • Jayapraba, G. (2013). Metacognitive instruction and co-operative learning-strategies for promoting insightful learning in science. International Journal on New Trends in Education and Their Implications, 4(1), 165-172.
  • Jodl, H., & Eckert, B. (1998). Low-cost, high-tech experiments for educational physics. Physics Education, 33(4), 226- 235.
  • Kagan, & M. Kagan (2009). Cooperative Learning. Kagan Publishing, cop., San Clemente, CA (2009)
  • Kamisah, O., & Neelavany M. (2010). Setting new learning targets for the 21st century science education in Malaysia. Procedia Social and Behavioral Science 2,3737-33741.
  • Lambert, J. & Cuper, P., (2008). Multimedia Technologies and Familiar Spaces: 21st Century Teaching for 21st Century Learners, Contemporary Issues in technology and teacher education, 8 (3),
  • Liaw, S. Y., Wong, L. F., Chan, S. W. C., Ho, J. T. Y., Mordiffi, S. Z., Ang, S. B. L., ... & Ang, E. N. K. (2015). Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. Journal of Medical Internet Research, 17(1), e5.
  • Merta Dhewa, K., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The development of Higher Order Thinking Skill (Hots) instrument assessment in physics study. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(1), 26-32.
  • NCREL & Metiri. (2003). EnGauge 21st century skills: Literacy in digitalage. Napierville. IL&LosAngeles. CA: NCREL & Metiri
  • Ogle, D. M. (1986). K-W-L:Ateaching model that develops active reading of expository text. Reading Teacher,39, 564- 570.
  • Osman, K., & Marimuthu, N. (2010). Setting new learning targets for the 21st century science education in Malaysia. Procedia-Social and Behavioral Sciences, 2(2), 3737-3741.
  • Pogrow, S. (2005). HOTS revisited: A thinking development approach to reducing the learning gap after grade 3. Phi Delta Kappan, 87(1), 64-75.
  • Polly & Ausband (2009) Developing higher-order thinking skills through webquests. Journal of Computing in Teacher Education, 26(1), 29-34.
  • Ramos, J. L., Dolipas, B. B., &Villamor, B. B. (2013). Higher order thinking skills and academic performance in Physics of college students: A regression analysis. International Journal of Innovative Interdisciplinary Research, 4, 48-60.
  • Ramos. G.R, & Morales. M.P.E (2016).Utilizing Combined Strategies to Enhance Higher Order Thinking Skills of Low Performing Students in Science, The Normal Lights
  • Sabu, N. (2018). The Need for Creativity in Teaching Higher Order Thinking Skills in Biology. International Journal of Academic Research in Business and Social Sciences, 8(1), 889-898.
  • Scott. L.C. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? Education Research and Foresight Working Papers
  • Shayer, M. & Adey, P.S, (2002) (eds.). Learning Intelligence: Cognitive Acceleration across the curriculum from 5 to 15 years. Milton Keynes: Open University Press.
  • Siddiquah, a. (2009). Developing thinking skills of early school children through science activities (Doctoral dissertation, University of the Punjab Lahore).
  • Veselinovska, S. S., Gudeva, L. K., & Djokic, M. (2011). The effect of teaching methods on cognitive achievement in biology studying. Procedia-Social and Behavioral Sciences, 15, 2521-2527.
  • Yuliati, S. R., & Lestari, I. (2018). Higher-order thinking skills (hots) analysis of students in solving hots question in higher education. Perspektif Ilmu Pendidikan, 32(2), 181-188.
  • Zheng, A. Y., Lawhorn, J. K., Lumley, T., & Freeman, S. (2008). Application of Bloom's taxonomy debunks the
  • Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The journal of the learning sciences, 12(2), 145-181.
  • Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers'beliefs about low achieving students and higher order thinking. Teaching and Teachers' Education, 17, 469-485.

Cite this article

APA

    APA : Mehmood, N., Anwer, M., & Tatlah, A. (2019). Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students. Global Regional Review, IV(I), 312-319. https://doi.org/10.31703/grr.2019(IV-I).33

CHICAGO

    CHICAGO : Mehmood, Nasir, Muhammad Anwer, and Ahmed Tatlah. 2019. "Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students." Global Regional Review, IV (I): 312-319 doi: 10.31703/grr.2019(IV-I).33

HARVARD

    HARVARD : MEHMOOD, N., ANWER, M. & TATLAH, A. 2019. Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students. Global Regional Review, IV, 312-319.

MHRA

    MHRA : Mehmood, Nasir, Muhammad Anwer, and Ahmed Tatlah. 2019. "Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students." Global Regional Review, IV: 312-319

MLA

    MLA : Mehmood, Nasir, Muhammad Anwer, and Ahmed Tatlah. "Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students." Global Regional Review, IV.I (2019): 312-319 Print.

OXFORD

    OXFORD : Mehmood, Nasir, Anwer, Muhammad, and Tatlah, Ahmed (2019), "Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students", Global Regional Review, IV (I), 312-319

TURABIAN

    TURABIAN : Mehmood, Nasir, Muhammad Anwer, and Ahmed Tatlah. "Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students." Global Regional Review IV, no. I (2019): 312-319. https://doi.org/10.31703/grr.2019(IV-I).33