Improving Higher Order Thinking Skills among freshmen by Teaching Science through Inquiry

Muhamad Hugerat; Naji Kortam

doi:10.12973/eurasia.2014.1107a

Full Text (PDF)

Muhamad Hugerat ¹ ^* , Naji Kortam ¹

More Detail

¹ The Academic Arab College for Education, ISRAEL^* Corresponding Author

Abstract

Twenty-eight freshmen majoring in biology and/or chemistry in an Arab college in Israel, were given a pre-test and a post-test in which they had to identify the control group and design a controlled experiment. During the course an intervention was used. Science was taught by inquiry while using strategies that promote higher-order thinking skills like case studies and reading scientific research articles. The study found that learning methods had a significant effect on developing HOTS among the study participants. Also, the students expressed positive attitude, both emotionally and cognitive as a result of the intervention.

Keywords

Higher order thinking skills (HOTS)
inquiry teaching
case study
scientific articles
controlled experiment

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 10, Issue 5, 2014, 447-454

https://doi.org/10.12973/eurasia.2014.1107a

Publication date: 15 Dec 2014

Article Views: 7052

Article Downloads: 4074

Open Access References How to cite this article

References

Anderson, R.D. (1996). Study of curriculum reform. Washington, D.C.: US Government Printing Office.
Anderson, R.D. (2007). Inquiry as an organizing theme for science education. In S.K. Abell & N.G. Leaderman (Eds.), Handbook of Research in Science Education (pp. 807- 830). Mahwah, NJ: Eelbaum.
Arellano, E. L., Barcenal, T. L., Bilbao, P. P., Castellano, M. A., Nichols, S., & Tippins, D. J. (2001). Case-based pedagogy as a context for collaborative inquiry in the Philippines. Journal of Research in Science Teaching, 38(5), 502–528.
Beck, J. (2007). An exploration of the relationship between case study methodology and learning style preference. Journal of Science Teacher Education, 18: 423–430.
Ben-Chaim, D., Ron, S., & Zoller, U. (2000). The disposition of eleventh-grade science students toward critical thinking. Journal of Science Education and Technology, 9(2), 149-159.
Ben-Zvi, A., & Damri, S. (2009). University science graduates' environmental perceptions regarding industry. Journal of Science Education and Technology,18, 367-381.
Bergland, M., Lundeberg, M. A. Klyczek, K. Sweet, J. Emmons, J. Martin, C. Werner, J. & Jarvis-Uetz. M. (2006). Exploring biotechnology using case based multimedia. The American Biology Teacher 68(2): 81–86.
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives. White Plains, NY: Longman.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (2000). How people learn: Brain, mind,experience and school. Washington, D.C.: National Research Council, National Academy Press.
Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613-642.
Dori, Y. J. (1994). Achievement and attitude evaluation of case-based chemistry for nursing students in Israel. Educational Evaluation, 20(3), 337-348.
Dori, Y. J., & Herscovitz, O. (2005). Case-based long term professional development of science teachers. International Journal of Science Education, 27, 1413-1446.
Dori, Y. J., Tal, R.T. & Tsaushu, M. (2003). Teaching biotechnology through case studies – can we improve higher order thinking skills of non-science majors? Science Education, 87, 767-793.
Epstein, H. T. (1970). A strategy for education. Oxford: Oxford University Press.
Hand, B., & Praine, V. (2002). Moving from border crossing to convergence of perspectives in language and science literacy research and practice. International Journal of Science Education, 28, 101-107.
Herreid, C.F. (1994). Case studies in science: A novel method of science education. Journal of College Science Teaching, 23(4), 221-229.
Herreid, C.F. (1997). What is a case? Bringing to science education the established tool of law and medicine. Journal of College Science Teaching, 27, 92-95.
Herreid, C.F. (2002). Harry Potter and the Magic of Storytelling. Journal of College Science Teaching, 32(1), 4-5.
Herreid, C.F., & Schiller, N.A. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42(5), 62-66.
Hofstein, S., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: a case study. Research Report. International Journal of Science Education, 26(1), 47-62.
Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders views of nature of science. Journal of Research in Science Teaching, 39, 551-78.
Koballa, T. R., & Tippins, D. J. (2004). Cases in middle and secondary science education: The promise and dilemmas (2nd edition). Upper Saddle River, NJ: Merrill/Prentice Hall.
Koch, A. (2001). Training in metacognition and comprehension of physics texts. Journal of Research in Science Teaching, 37, 758-767.
Kuhn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
Lazarowits, R. (2000). Research in science content knowledge structure and secondary school curricula. Israel Journal of Plant Science, 48, 229-238.
Lazarowits, R., & Tamir, P. (1994). Research on using laboratory instructions in science. In D. L. Gabel. (Ed.). Handbook of Research on Science Teaching and Learning. N.Y.: Macmillan Publishing Company, 94-128.
Leou, M., Abder, P., Riordan, M. & Zoller, U. (2006). Using HOCS learning as a pathway to promote science teachers metacognitive development. Research in Science Education, 36(1-2), 69-84.
McBride. J., Bhatti, M., Hannan, M., & Feinberg, M. (2004). Using an inquiry approach to teach science to secondary school science teachers. Physics Education, 39(5) 434-439.
Muench, S.B. (2000). Choosing primary literature in biology to achieve specific educational goals. Journal of College Science Teaching, 29, 255-260.
National Research Council (NRC). (1996). National Science Education StandardsNSES.Washington, DC: National Academy.
National Research Council (NRC). (2000). Inquiry and the national science education standards. Washington, D.C.: National Academy Press.
Norris, S.P., & Phillips, L.M. (2002). How literacy in its fundamental sense is central to science literacy. Science Education, 87, 224-240.
Parkinson, J., & Adendorff, R. (2004). The use of popular science articles in teaching scientific literacy. English for Specific Purposes, 23(4), 379-396.
Resnick, L. (1987). Education and Learning to Think. Washington D.C: National Academy Press.
Saad, R., & BouJaoude, S. (2012). The relationship between teachers’ knowledge and beliefs about science and inquiry and their classroom practices. Eurasia Journal of Mathematics, Science & Technology Education, 8(2), 113-128.
Tal, R.T., Dori, Y. J., & Lazarowitz, R. (2000). A project based alternative assessment system. Studies in Educational Evaluation, 26, 171-191.
Tamir, P. (1983). Inquiry and the science teacher. Science Education, 67(5), 657-672.
Tamir, P., Stavy, R., & Ratner, N. (1998). Teaching science by inquiry: assessment and learning. Journal of Biological Education, 33, 27-32.
Tobin, k., & Gallagher, J. J. (1987). What happen in high school science classroom? Journal of Curriculum Studies, 19, 549-560.
Yadav, A., & Koehler. M. J. (2007). The role of epistemological beliefs in preservice teachers’ interpretation of video cases of early-grade literacy instruction. Journal of Technology and Teacher Education 15(3): 335–61.
Yadav, A., Shaver, G. M., & Meckl, P. (2010). Lessons learned: Implementing the case teaching method in a mechanical engineering course. Journal of Engineering Education, 99, 55-69.
Yakar, Z., & Baykara, H. (2014). Inquiry-based laboratory practices in a science teacher training Program. Eurasia Journal of Mathematics, Science & Technology Education, 10(2), 173-183.
Yarden, A., Brill, G., & Falk, H. (2001). Primary literature as a basis for a high-school biology curriculum. Journal of Biological Education, 35, 190-195.
Yip, D. (1999). Assessing the concept of controlled experiments in science teachers. Journal of Biological education, 33(4), 204-208.
Yore, L. D., Craige, M. T., & Maguire, T. O. (1998). Index of science reading awareness: An interactiveconstructive model, text verification, and grades 4-8 results. Journal of Research in Science Teaching, 35, 25-51.
Zidani, S., Kortam, N., & Hugerat, M. (2003). Teaching science through research. Journal of Science Education, 4(1), 35-38.
Zohar, A. (2004). Higher order thinking in science classrooms: students' learning and teacher' professional development. Dordrecht, The Netherlands: Kluwer Academic Press.
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, 145-182.
Zoller, U. (1993). Are lecture and learning compatible? Maybe for LOCS: unlikely for HOCS. Journal of Chemical Education, 70(3), 195-197.
Zoller, U. (2000). Teaching tomorrow's colleges science courses – Are we getting it right?Journal of College Science Teaching, 29(6), 409-414.
Zoller, U., Dori, Y., & Lubezky, A. (2002). Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students. International Journal of Science Education, 24(2), 185-203.

How to cite this article

APA

Hugerat, M., & Kortam, N. (2014). Improving Higher Order Thinking Skills among freshmen by Teaching Science through Inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447-454. https://doi.org/10.12973/eurasia.2014.1107a

Vancouver

Hugerat M, Kortam N. Improving Higher Order Thinking Skills among freshmen by Teaching Science through Inquiry. EURASIA J Math Sci Tech Ed. 2014;10(5):447-54. https://doi.org/10.12973/eurasia.2014.1107a

AMA

Hugerat M, Kortam N. Improving Higher Order Thinking Skills among freshmen by Teaching Science through Inquiry. EURASIA J Math Sci Tech Ed. 2014;10(5), 447-454. https://doi.org/10.12973/eurasia.2014.1107a

Chicago

Hugerat, Muhamad, and Naji Kortam. "Improving Higher Order Thinking Skills among freshmen by Teaching Science through Inquiry". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 5 (2014): 447-454. https://doi.org/10.12973/eurasia.2014.1107a

Harvard

Hugerat, M., and Kortam, N. (2014). Improving Higher Order Thinking Skills among freshmen by Teaching Science through Inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), pp. 447-454. https://doi.org/10.12973/eurasia.2014.1107a

MLA

Hugerat, Muhamad et al. "Improving Higher Order Thinking Skills among freshmen by Teaching Science through Inquiry". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 5, 2014, pp. 447-454. https://doi.org/10.12973/eurasia.2014.1107a