Higher Order Thinking Skills (HOTS) in Teaching & Learning of Physics
Chong Weng Sung SMK St. Michael Ipoh
What is HOT in Science ? Thompson (2008) HOT involves solving tasks where an algorithm has not been taught or using known algorithms while working in unfamiliar contexts or situations
What is LOT in Science ? Resnick (1987)
Lower-order thinking (LOT) is often characterized by the recall of information or the application of concepts or knowledge to familiar situations and contexts
Evolution of HOTS Taxonomy of Cognitive Objectives By Benjamin Bloom-1950s Provides a way to organize thinking skills into 6 levels, from basic to complex levels of thinking (Revised by Lorin Anderson-1990s)
Bloom’s Taxonomy (Revised) Creating - generating of new ideas, products or ways of viewing things Evaluating - justifying a decision HOTS or action Analizing -seeing patterns and classifying information, concepts and theories into component parts Applying - using information in another unfamiliar situation Understanding - explaining ideas or concepts Remembering - recalling infor.
The Importance of HOT To produce smart, creative and innovative manpower to face the challenges in the 21st century If we want students to develop the capacity to think, reason, and problem solving then we need to start with highlevel, cognitively complex tasks. Stein & Lane 1996
Trends in International Mathematics and Science Study (TIMSS) International Association for the Organizer Evaluation of Educational Achievement (IEA) Obtain data in education to improve Objectives policy and teaching & learning of maths and scinece
TIMSS Period
Target
4 years once since 1995 Malaysia participated since 1999
Year 4 & Form 2 students (Gred 8) Malaysia only Form 2 students
Achievement of Malaysia in TIMSS (Trend in International Maths & Science Study)
1999
2003
2007
2011
Maths 16/38 (519) Science 22/38 (492)
Maths 10/45 (508) Science 20/45 (501)
Maths 20/49 (474) Science 21/49 (471)
Maths 26/64 (440) Science 32/64 (426)
Less than 500 –Unsatisfactory Achievement
Programme for International Student Assessment (PISA) Organisation for Economic Organizer Co-operation and Development (OECD)
Objectives
Evaluate student‘s literacy in science, maths and reading to determine the mastering level of knowledge and skills
Period
3 years once since 2000 Malaysia participated since 2009
PISA
Target
Students aged 15+ Irrespective of Gred /Form
Achievement of Malaysia in PISA -2009 (Programme for International Student Assessment) China
S’pore F’land
UK
Thai
M’sia
Shanghai
Reading
1
5
3
25
53
55
Maths
1
2
6
28
52
57
Science
1 (573)
4 2 16 51 52 (542) (554) (514) (425) (422)
OECD Average - 501 International Average – 463 Malaysia Ranking in Science : 52/74
Achievement of Malaysia Students in PISA 2009 Malaysia – 52/74 1.China - 575 45.Serbia – 443 2.Finland - 554 46.Bulgaria – 439 3.Hong Kong-549 47.UAE – 438 4.Singapore - 542 49.Romania – 428 5.Japan - 539 50.Uruguay – 427 6.Korea – 538 51.Thailand – 425 7.N. Zealand - 532 52. MALAYSIA - 422 8.Canada - 529 53.Venezula – 422 9.Estonia - 528 54.Mauritius – 417 10.Australia - 527 55.Mexico – 416
66.Indonesia – 383 67.Qatar – 379 68.Panama – 376 70.Georgia - 373 71.Peru – 369 74. India -325
Examples of Activities that Promote HOTS Evaluate Distinguish Demonstrate Problem Solving By Applying A Rule Construct / Design Identify
Evaluate Which logic gate is most suitable for the following circuit ? Window Sensor
P
Logic Gate Door Sensor
Q
P & Q : Close = 0 Open = 1 R: Alarm Off = 0 Alarm On = 1
R
Alarm Buzzer
Distinguish Q & A / Hands on Compare the temperature after 5 minutes Compare the quantity of heat of water in glass P and Q State the relationship between the mass and the quantity of heat of water
Demonstrate Demonstrate the direction of motion of the wire in the following setup
Problem Solving By Applying A Rule How to make the hard boil egg enter the conical flask?
How to make the egg float in water?
Construct / Design Build a prototype of solar car for the district level competition
Identify Identify the variables for the following situation
Importance of HOT Questions “Higher-order” questions promote learning because these types of questions require students to apply, analyze, create, and evaluate information instead of simply recalling facts.
Asking Questions that Invite HOTS The key words used and the type of questions asked may aid in the establishment and encouragement of HOTS How would you fix a dented ping pong ball? (Using what you have learnt in gas law)
Applying
Ali carried out an experiment to determine the specific heat capacity, c of aluminium using the setup below. He found that the, c obtained is very much bigger than the standard value. Observe the diagram below to see anything wrong with his setup, how this problem can be solved ?
Analysing
Which of the following radar system is the most suitable to be installed at the airport ? Evaluating Radar system Diameter of the parabolic dish Distance of the signal receiver from the centre of dish Types of wave transmitted
High of parabolic dish from the ground
K 10
L 5
M 7
N 12
Same as the focal length Microwave
Less than the focal length Microwave
Same as the focal length Radio Wave
Less than the focal length
High
Low
Low
High
Radio Wave
How would you design an effective solar cooker that can heat up the kettle fast?
Creating
Strategies For Enhancing Higher Order Thinking Use Visual Representation Connect Concepts Teach Inference Teach Concept Mapping
Think With Analogies
Use Visual Representation A picture is worth a thousand words. Students should be encouraged to make a visual representation of what they are learning. They should try to associate a simple picture with a single concept. Example : Formation of Catapult Field
Connect Concepts Refresh what they already know. Compare the new to the already known and link to new concept. Students will then be in a better position to absorb new concept. Electricity: refresh on idea of electrical charges, compare current to electrical charges, flow of charges is current.
_
+
Teach Concept Mapping Students should develop the habit of mapping all the key concepts after completing chapter
Radioactivity Atomic Structure
Radioactive Decay
Radioactive Usage
unstable
e
nucleus
Radioisotope
Usage of Radioisotope Medicine Agriculture, etc
Think With Analogies Analogy between flow of current in a wire and flow of water through a pipe
Pressure difference in water
Electrical potential difference
Flow of water Flow of electrical current Rate of flow water Rate of flow of charge (i.e. current)
LOTS vs HOTS Question Diagram below shows 2 blocks immerse in 1000 cm3 water. Table below shows density of material X and Y Material Block X
Volume (cm3) 8
Block Y
8
Mass (g) Density (g/cm3) 2 0.25 16
2
Block Z Water
1000
1000
1
Examples of HOTS and LOTS Questions 1. What is the density of block X?
LOT
2. What is the density of block Y?
LOT
3. State the situation of Block X and Y in water.
LOT
4. Give an inference concerning the position of Block X in water.
HOT
5. If Block Z is made of material Y with dimension as shown and it is put into water, predict why will happen. Explain your answer.
HOT
Answers for LOTS and HOTS Questions 1. What is the density of block X? 0.25 (g/cm3) 2.What is the density of block Y? 2 (g/cm3) 3.State the situation of Block X and Y in water. Block X floats and Block Y sinks 4.Give an inference concerning the position of Block X in water. Density of X is less than the density of water 5.If Block Z is made of material Y with dimension as shown and it is put into water, predict why will happen. Explain your answer. Block Z will float, the weight is balanced by the buoyant force
LOT LOT LOT HOT
HOT
Key words for Questions Level 1: Remembering - Exhibits previously learnt material by recalling facts, terms, basic concepts and answers. Key words: who, what, why, when, where, which, choose, find, how, define, label, show, spell, list, match, name, tell, recall, select. Level 2: Understanding - Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Key words: compare, contrast, demonstrate, interpret, explain, illustrate, outline, relate, translate, summarize, show, classify.
Level 3: Applying - Solving problems by applying acquired knowledge, facts, techniques and rules in a different way. Key words: apply, build, choose, construct, develop, make use of, organize, experiment with, plan, select, solve.
Level 4: Analyzing - Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations. Key words: analyze, categorize, classify, compare, contrast, divide, examine, distinguish, list, relationships, function, motive, inference, assumption, conclusion, identify.
Level 5: Evaluating - Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Key Words: choose, conclude, criticize, decide, defend, determine, evaluate, judge, justify, measure, compare, recommend, select, explain, importance, criteria, prove, estimate.
Level 6: Creating - Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. Key Words: build, combine, construct, create, design, develop, formulate, imagine, invent, make up, plan, predict, propose, solve, modify, change, improve, adapt.
Assignment Based on a SPM Physics topic, prepare 3 questions that can contribute to HOTS
