Development of higher order thinking skills module in Science primary school: needs analysis

Mohd Nazri Hassan

QR Code Link :
Type :	article
Subject :	T Technology (General)
ISSN :	2222-6990
Main Author :	Mohd Nazri Hassan
Additional Authors :	Ramlee Mustapha Nik Azmah Nik Yusuff Rosnidar Mansor
Title :	Development of higher order thinking skills module in Science primary school: needs analysis

Place of Production :	HRMARS
Year of Publication :	2017

Abstract :

Teaching Higher Order Thinking Skills (HOTS) has its own challenges and need to be emphasized in the curriculum as it is one of the skills of the 21st century. HOTS is among six main characteristics of students who aspire Ministry of Education to succeed globally. The purpose of this study is to determine the need and willingness of teachers to develop HOTS in the teaching of science in primary schools. The initial analysis is carried out based on the protocol requirements interview involving 6 science teachers in six primary schools. The results showed that the willingness of teachers in the implementation and knowledge is not enough. Teachers are also not mastered the skills to integrate elements of higher order thinking skills in science teaching. Difficulty students understand the questions and the difficulty level teachers build high-level questions are identified problems faced by teachers. The interview data also shows teachers need guidance material or HOTS module is easy to use for teaching and learning in the classroom.

References

1. Abd. Rahim Abd. Rashid (1997), Kemahiran Berfikir Merentasi Kurikulum, Penerbit Fajar Bakti, Kuala Lumpur. 2. Anderson, L. W. & Krathwohl D. R. Eds. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, New York, Longman. 28-29, 43, 46, 67-68, 305-310 3. Beyer, B. K. (1984). Improving thinking skills: Defining the problem. The Phi Delta Kappan, 65(7), 486-490 4. Boaler, J. & Staples, M. (2008). Creating mathematical futures through an equitable Teaching Approach: The Case of Railside School. Teachers CollegeRecord, 110(3), 608-645. 5. Choorapanthiyil, M.J. (2007). How international teaching assistants conceptualize teaching higher order thinking: A grounded theory approach. Tesis Doktor Falsafah, Indiana State University, Indiana. 6. Ministry Of Education Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013 – 2025 Kuala Lumpur 7. Pithers, R.T., & Soden, R. (2000) “Critical thinking in education: A review,”Educational Research, 42(3), 237-249 8. Rajaendran, N.S. (2008). Teaching & Acquiring Higher Order Thinking Skills: Theory & Practise. Tanjong Malim: Penerbit Universiti Pendidikan Sultan Idris. 9. Rosnani, H & Suhaila, H. 2003. Implication for Educational Theory and Practice. Dlm Rosnani, H & Suhaila, H. (ed). The Teaching of Thinking in Malaysia. Kuala Lumpur: Research Centre International Islamic University Malaysia. 10. Sukiman (2012). Pengembangan Media Pembelajaran. Yogyakarta: Pedajogja. 11. Swartz, R., & Parks, S. (1994). Infusing the teaching of critical and creative thinking into content instruction: A lesson design handbook for the elementary grades. California: Critical Thinking Press and Software. 12. Zachariades, T., Christou, C., &Pitta-Pantazi, D.(2013). Reflective, systemic and analytic thinking in real numbers. Educational Studies in Mathematics, 82(1), 5-22.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page