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Higher-Order Thinking in Chemistry Teaching and
Learning
Dr Carol K.K. Chan, The University of Hong Kong
Ivan C.K. Lam, Maryknoll Convent School
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Overview
What is higher-order thinking?Model of learning and teaching of higher-order thinkingFostering higher-order thinking in chemistry Concept Mapping Questioning Reflection – Learning Diaries Computer-Supported Collaborative Learning
Group WorkVideo on classroom implementation on higher-order thinking
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What is Higher-Order Thinking?
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What are the characteristics of HOT?
HOT involves more than one fixed answer
HOT is brought about by complex tasks
HOT is about understanding
HOT is both content-free and content-related
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What are some common questions about higher-order thinking ?
Are there lower-order and higher-order thinking?
Are there specific thinking skills for different age groups?
Are higher-order thinking skills applicable for low-ability students?
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What are different kinds of HOT?
Educators from different backgrounds have different conceptualization & classification systems.
Creative ThinkingCritical ThinkingBloom’s TaxonomyMarzano’s Dimensions of Learning Metacognition
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What is HOT?
Creative Thinking (e.g., De Bono; Perkins)
Ability to generate novel and multiple solutions
Aesthetics, risk-taking, edge of knowledge
Lateral Thinking (I.e., six hats)
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What is HOT?
Critical Thinking (Ennis) focus on a question analyze arguments; observe and seek supports for evidence make inferences (induction & deduction) identify unstated assumptions decide on an action employ strategies to interact with others in discourse
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What is HOT?
Bloom’s Taxonomy Lower-level to higher-level questions
Marzano’s Dimensions of Learning Different Kinds of Thinking Skills
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What is HOT?
Metacognition & higher-level understanding (Bereiter, Scardamalia, Resnick, Brown)
Thinking about “thinking” (meta-cognition)
Higher-order thinking is about students taking active roles in constructing meaning and deep understanding
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What is HOT?
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An example of metacognition
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An example of metacognition
I found one thing very strange… according to the description written on the container of bleach, it says if we have drunk the bleach due to any reasons, we are strongly advised to drink a lot of milk or eggs immediately….
….haha..so funny…how can eggs and milk help?
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An example of metacognition
….It was the first time that I really take a chance to observe the things around me. I deliberately took out the bleach and have a look at it. In the past, I didn’t have the sense of observation…I was greatly surprised when I realized that milk and egg could be used to neutralize bleach, which I could never guess it…
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Why choose this system focusing on metacognition?
Framework that relates well with current educational reforms in the knowledge-based era
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Model of Learning and Higher-Order Thinking
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Prior Knowledge – Good thinkers build on and extend what they know
Can one be a good thinker without knowing anything?
Good thinkers need to think with something Good thinkers have well structured knowledge
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Prior Knowledge
Teaching Strategies – Concept Mapping (& analogies) Maximize knowledge structure and organization
Students learn to compare, contrast, classify, organize, and relate different parts examine and reflect on their own understanding process information deeply
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Learning Strategy – Good thinkers self-direct their thinking using inquiry-based strategies
Ask higher-level questions
How do you develop HOTs other than teacher questioning?
If you want your students to develop HOTs, teach less and turn over to students what teachers would do for them.
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Learning Strategy
Teaching Strategy – From teacher questioning to student-generated questions Asking good questions is the hallmark of intelligence
Students learn to formulate and ‘find’ problems inquire, hypothesize, explain, solve problem check and monitor their own understanding
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Learning Strategy
Other teaching strategies for maximizing student inquiry-based strategy
From teacher-designed experiments and projects to student-designed experiment and projects
From teacher assessment to student-directed and peer-led assessment
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Collaborative Learning – Good thinkers work with others in creatingnew knowledge
Do good thinkers only work by themselves?
In the current knowledge-based era, students need to learn to work with others
Collaborative learning focuses on solving complex problems (no fixed answers) for creating new understanding in the learning community
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Collaborative Learning
Teaching Strategy
Concept mapping, generating questioning, reflection, projects are best conducted in collaborative group settings
Computer-supported collaborative learning
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Collaborative Learning
Students learn to reflect on own knowledge work with others communicate ideas/develop standpoints compare different viewpoints agree and disagree with reasons synthesize different ideas extend own & community learning
AND many others HOTs
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Learning and Assessment
Purposes of assessment assessment of learning vs. assessment for learning Summative and formative assessment
Learning and Assessment (constructive alignment) Backwash Effects
Consider how students would study differently if they are assessed on MC, fill-in-blanks, open-ended questions, essays, projects, & computer discussion
Assessments should be designed in ways to promote student learning
Change assessment - To foster student’s higher-order thinking, consider using different kinds of assessment
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A Framework for Promoting Higher-Order Thinking Skills
Developing HigherOrder Thinking
Use of PriorKnowledge
Deep, inquiry-based, Learning strategy
CollaborativeLearning
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Fostering higher-order thinking in Chemistry ??
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Classroom scenario
Students may do well on Chemistry questions, but they may fail to acquire skills in solving everyday problems.
Rote versus meaningful learning
Teaching does not necessarily lead to learning, but learning can occur without teaching.
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Teaching and learning strategies for promoting higher-order thinking in classroom
Concept mapping
Questioning
Learning journals/diaries
Computer-supported collaborative learning
Analogy
Inquiry-based experiments
Project work
Decision making exercises More…………………….
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Concept Mapping
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WORDS
SYMBOLS
CONCEPT LABELS
CONCEPTS
PERCEIVEDREGULARITIES
EVENTS OBJECTS
CONCEPT MAPS
LINKING WORDS
PROPOSITIONS
COGNITIVESTRUCTURE
RELATIONSHIPS
HIERARCHYCONTEXT
DEPENDENT
MOST GENERAL
MOST IMPORTANT
MOST SPECIFIC
LEAST IMPORTANT
ROTE
KNOWLEDGECLAIMS LEARNING
MEANFUL
RAININGEXPLOSIONPHOTOSYNTHESIS
DOGLEAFWOMAN
Can be
havehave have
are
To form
To form
is
are
areareare
Related to
Can be
Mem
orized by Achieved by
of
from
to
Perception is
are
in in
e.g. e.g.
are repr
esen
ts
Are stored inform
As stored in are
for
Concept Map Showing Key Concepts in Concept Mapping
Adapted from: Joseph Novak (1991) Clarify with Concept Maps. The Science Teacher, 58(7), 45-49.
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Components of a concept map
Concepts: chemical terms or ideas
Proposition: a combination of two nodes (concepts) and a labeled line
Hierarchy: concepts drawn from general (most important) to specific (least important)
Cross-links: connections between one segment of concepts and another segment
Examples: specific events or objects
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Components of a concept map
label labellabel
labellabel label
cross-link
label label
Key concept
Example
Concept
General concept
General concept
General concept
ConceptConcept
Example
First level of
hierarchy
Second level of
hierarchy
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Concept mapping : a metacognitive tool
includes
has
contains
has
includes
Food
Vegetables Meat
PorkCarrot
Vitamin A
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An example of concept map
Francisco, et al. (2002)
bond to form
basic unit of
can represent can represent
represent
with lowest ratio between
components is represent
compounds of all nonmetals are
are formed by reactions between
nonmetals
can be formed between metallic &
nonmetallic
with metals & nonmetal
represent
basicunit of
represent
react to form
chemical symbol
atom
molecule
element
compounds
chemical formulas
empirical formula molecular
compounds
ionic compounds
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An example of concept map
Taber (2002)
not
not
reacts withidentify
foundfrom
measures
measures
propertyof
identifydetect
detect
propertyof
reacts with
reacts with
reacts with
reacts withcauses
a type of
needed for
can cause
increased by
increases weathering of
treated with
type of
increases corrosion of
causes
treated with
weathers
corrodes
type ofidentify
Acid
Neutral
Acid indigestion
Acid soil
Indicators
Pollution
Atmospheric acidity
Metal
Metal oxide
Metal carbonate
BaseAlkali
Digestion
Stomach acid
Rock
Acidity
Alkalinity
pH
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Variations of concept mapping
Select and fill-in concept mapping
Fill-in concept mapping
- The blanks can be concepts or linking words
- Found mostly in revised CE textbooks
Student generated concept mapping
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How to construct a concept map ?
1. Brainstorming stage:
• identify facts or ideas associated with the topic
• make a list of single words or short phases
2. Organizing stage:
• create groups or sub-groups of concepts
• rank order the concepts (general to specific)
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How to construct a concept map ?
3. Linking stage:
• add labeled lines to show relationships
• look for cross-links between concepts
4. Finalizing stage:• attach specific examples
• give a title of the map
But remember, there is no single way to draw a concept
map
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Highlights of concept mapping strategy
Start with daily life concepts (e.g. food, animals or cars) in the training period
Construct maps collaboratively to encourage deeper understanding through social interaction
Ask students to think and prepare list of concepts beforehand that save more time for discussions
Have students to present their maps and obtain feedback from classmates. Make changes and draw the final maps for assessment.
HOTS in chemistry 40An example of concept map in the training period
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Evaluation of concept maps:Qualitative assessment
Are all important concepts included ?
Are there any incorrect or missing linkages between concepts (misconceptions) ?
Is the map laid out in a way that higher order relationships are apparent and easy to follow ?
Is there a substantial amount of branching hierarchy and cross-linking (the complexity) ?
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Evaluation of concept maps:Quantitative assessment
Scoring rubric (modified from Mason, 1992)
No effort0
Poor1
Fair2
Good3
Excellent4
Number of concepts
Focal concepts
Propositions
Validity of linkages
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Evaluation of concept maps:Quantitative assessment
Basics for determining the level of adherence
No effort0
Poor1
Fair2
Good3
Excellent4
Number of concepts too few or too many concepts vs. only the major concepts
Focal conceptsmisses the major foci vs. hierarchically indicates the
major foci
Propositions propositional links are vague or missing vs. explicit
Validity of linkages inaccurate linkages vs. accurate linkages
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Uses of collaborative concept maps in promoting HOT
To interconnect the abstract chemistry concepts or terms
To relate the macroscopic, microscopic (particulate) and symbolic levels in chemistry
To communicate the complex ideas by extending the prior knowledge
To assess the connected understandings and diagnose misconceptions
To engage students in reflective thinking
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Learning Strategy and Deep Processing
Questioning (Bloom’s Taxonomy & Marzano’s Dimensions of Learning)
Learning Diaries, Self-Generated Questions, and Reflection
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Asking higher-level Questions
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Bloom’s taxonomy of cognitive levels
To recall facts:
Define the term ‘rusting’.
State two substances that are needed for rusting to occur.
1.1. KnowledgeKnowledge
2.2. ComprehensionComprehension
3.3. ApplicationApplication
4.4. AnalysisAnalysis
5.5. SynthesisSynthesis
6.6. EvaluationEvaluation
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Bloom’s taxonomy of cognitive levels
To understand the meanings / organize facts:
Explain why rusting of iron nail occurs faster in salt solution than in tap water.
1.1. KnowledgeKnowledge
2.2. ComprehensionComprehension
3.3. ApplicationApplication
4.4. AnalysisAnalysis
5.5. SynthesisSynthesis
6.6. EvaluationEvaluation
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Bloom’s taxonomy of cognitive levels
To use (apply) facts, rules or principles:
Suggest a metal that is used to protect underground steel pipes. Explain your choice.Calculate the e.m.f. of the rusting process from the electrode potentials of half reactions.
1.1. KnowledgeKnowledge
2.2. ComprehensionComprehension
3.3. ApplicationApplication
4.4. AnalysisAnalysis
5.5. SynthesisSynthesis
6.6. EvaluationEvaluation
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Bloom’s taxonomy of cognitive levels
To break down the whole into it component parts:
Can you distinguish between tin-plating and zinc-plating to prevent iron cans from rusting?
1.1. KnowledgeKnowledge
2.2. ComprehensionComprehension
3.3. ApplicationApplication
4.4. AnalysisAnalysis
5.5. SynthesisSynthesis
6.6. EvaluationEvaluation
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Bloom’s taxonomy of cognitive levels
To put parts together into a new whole
Design an experiment to show that oxygen is essential to cause rusting.
1.1. KnowledgeKnowledge
2.2. ComprehensionComprehension
3.3. ApplicationApplication
4.4. AnalysisAnalysis
5.5. SynthesisSynthesis
6.6. EvaluationEvaluation
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Bloom’s taxonomy of cognitive levels
To justify the value or merits of an idea/problem
Discuss the effects of rusting on social, economic and environmental aspects of a society.
1.1. KnowledgeKnowledge
2.2. ComprehensionComprehension
3.3. ApplicationApplication
4.4. AnalysisAnalysis
5.5. SynthesisSynthesis
6.6. EvaluationEvaluation• Construct higher-level questions HOTs HOTs
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Marzano’s Dimensions of Learning - Questions for Different Thinking Skills
Acquire and Integrate KnowledgeConstruct meaning - How does X relate to something you already know?
Extend and Refine KnowledgeCompare - How are X and Y alike? How are Y and Z different?Classify – How can you group XYZ into groups?Induce - Based on such information, what would you conclude?Construct support – What evidence do you have to support this..? Abstract – What patterns can you observe from …?Analyze perspectives – What are the reasons for the different explanations? Which is better?
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Marzano’s Dimensions of Learning
Use knowledge meaningfullyDecision making – What course of action is the best and why?
Investigation/Experimentation– What information is needed to solve this problem? Design an experiment to examine…How would you investigate that…
Problem Solving – Identify the problem…What are the possible solutions..
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Learning DiariesFrom Teacher Questions to Student-Generated Q
uestions
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Reflection – Learning Diaries
Guidelines for Self-Questioning (from Y.L. Chong)
Identifying Topics and Tasks What is the topic/objective of today’s lesson? What is the topic/objective of last lesson and what is t
he relationships between them? What is the main thing I have to do or find out? What
is the aim of this experiment?
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Compare new and old understanding What do I know about this topic? What is the
new concept? What are the differences between them?
Can my ideas explain this phenomenon? Can this new concept explain this phenomenon? Which one is better?
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Evaluation and Application Are there any concepts I do not understand? What do the new concepts say? What are the
common misconceptions? What have I learned in this experiment?
Can I use this new concept to explain a novel phenomenon in daily life? What is the explanation?
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Computer-Supported Collaborative Learning
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Computer-supported collaborating learning
Knowledge Forum (KF)
Online database for knowledge building
Community of learners
Knowledge-transforming
Students pose questions, negotiate meanings (‘talk’ chemistry), and generate new ideas
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Related websites to KF
http://www.knowledgeforum.com
http://csile.oise.utoronto.ca/CSILE_biblio.html
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How KF promotes HOTs ?
Questions / topics initiated by students
A high level of control over own learning
Shared ideas or written discourse about a problem (content, process & product) recorded
More ownership created
Minimize competition in learning community
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Group work&
break
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Final words on promoting HOT in classroom
To create a classroom environment with positive climate
To build on students’ existing knowledge
To ask high-level thinking questions or even get students to ask and inquire into these questions
To engage students in collaborative group learning tasks
To use a variety of authentic assessment strategies
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