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Higher Order Thinking Skills
(HOTS) in Teaching & Learningof Physics
Chong Weng SungSMK St. Michael
Ipoh
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What is HOT in Science ?
Thompson (2008)HOT involves solving tasks
where an algorithm has notbeen taught or using known
algorithms while working in
unfamiliar contexts or situations
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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
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Evolution of HOTSTaxonomy 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)
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Blooms Taxonomy (Revised)
Creating - generating of new
ideas, products or ways of
viewing things
Evaluating -justifying a decision
or action
Analizing -seeing patterns andclassifying information, concepts
and theories into component parts
Applying - using information inanother unfamiliar situation
Understanding - explaining
ideas or concepts
Remembering - recallinginfor.
HOTS
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The Importance of HOT
To pr
oduce smart, creative and innovative
manpower to face the challenges in the21st century
I f we want students to
develop the capacity to
think, reason, and
problem solvingthen we
need to star t wi thhigh-level, cognitively
complex tasks.
Stein & Lane 1996
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TIMSS
Organizer
Objectives
Period
Target
International Association for the
Evaluation ofEducationalAchievement (IEA)
Obtain data in education to improve
policy and teaching & learning of
maths and scinece
4 years once since 1995
Malaysia participated since 1999
Year 4 & Form 2 students (Gred 8)
Malaysia only Form 2 students
Trends in International Mathematics and Science
Study (TIMSS)
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Achievement of Malaysia in TIMSS
(Trend in International Maths & Science Study)
1999Maths
16/38
(519)Science
22/38
(492)
2003Maths
10/45
(508)Science
20/45
(501)
2007Maths
20/49
(474)Science
21/49
(471)
2011Maths
26/64
(440)Science
32/64
(426)
Less than 500 Unsatisfactory Achievement
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PISA
Organizer
Objectives
Period
Target
Organisation forEconomic
Co-operation and Development(OECD)
Evaluate students literacy in
science, maths and reading to
determine the mastering level ofknowledge and skills
3 years once since 2000
Malaysia participated since 2009
Students aged 15+
Irrespective of Gred /Form
Programme forInternational Student Assessment
(PISA)
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Achievement of Malaysia in PISA -2009
(Programme for International Student Assessment)
ChinaShanghai
Spore Fland UK Thai Msia
Reading 1 5 3 25 53 55
Maths 1 2 6 28 52 57
Science 1(573)
4(542)
2(554)
16(514)
51(425)
52(422)
OECD Average - 501 International Average463
Malaysia Ranking in Science : 52/74
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Achievement of Malaysia Students in PISA 2009
Malaysia 52/74
1.China - 575
2.Finland - 554
3.Hong Kong-549
4.Singapore - 5425.Japan - 539
6.Korea538
7.N. Zealand - 532
8.Canada - 5299.Estonia - 528
10.Australia - 527
45.Serbia443
46.Bulgaria439
47.UAE438
49.Romania42850.Uruguay427
51.Thailand42552. MALAYSIA - 422
53.Venezula42254.Mauritius417
55.Mexico416
66.Indonesia383
67.Qatar379
68.Panama376
70.Georgia - 373
71.Peru369
74. India -325
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Examples of Activities that Promote HOTS
EvaluateDistinguish
Demonstrate
Problem Solving By Applying A Rule
Construct / Design
Identify
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Evaluate
Which logic gate is most suitable for the
following circuit ?
Window
Sensor
Door
Sensor
Logic
Gate
Alarm
Buzzer
P
Q
R
P & Q : Close = 0
Open = 1
R: Alarm Off = 0
Alarm On = 1
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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
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Demonstrate
Demonstrate the direction of motion of the wire
in the following setup
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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?
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Construct / Design
Build a prototype of solar car for the district
level competition
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Identify
Identify the variables for the following situation
f O Q
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Higher-order questions promote learning because
these types of questions require students to apply,
analyze, create, and evaluate information instead ofsimply recalling facts.
Importance of HOT Questions
A ki Q ti th t I it HOTS
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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
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Ali carried out an experiment to determine the
specific heat capacity, cof aluminium using the setup
below. He found that the, cobtained 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
Whi h f th f ll i d t i th
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Which of the following radar system is the
most suitable to be installed at the airport ?
Radar system K L M N
Diameter of the
parabolic dish
10 5 7 12
Distance of the
signal receiver
from the centreof dish
Same
as the
focallength
Less
than the
focallength
Same as
the
focallength
Less than
the focal
length
Types of wave
transmitted
Micro-
wave
Micro-
wave
Radio
Wave
Radio
Wave
High of
parabolic dish
from the
ground
High Low Low High
Evaluating
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How would you design an effective solar cooker
that can heat up the kettle fast?
Creating
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Strategies For Enhancing
Higher Order Thinking
Use Visual Representation
Connect Concepts
Teach Inference
Teach Concept Mapping
Think With Analogies
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Use Visual RepresentationA 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 asingle concept.
Example : Formation of Catapult Field
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Connect ConceptsRefresh 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.
_+
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Teach Concept Mapping
Students should develop the habit of mapping all the
key concepts after completing chapter
Radioactivity
AtomicStructure RadioactiveDecayRadioactiveUsage
e nucleus Radioisotope
unstable
Usage ofRadioisotope
Medicine
Agriculture, etc
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Think With Analogies
Analogy between flow of current in a wire and flow
of water through a pipePressure difference in water Electrical potential
difference
Flow of water Flow of electrical currentRate of flow water Rate of flow of charge
(i.e. current)
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LOTS vs HOTS QuestionDiagram below shows 2 blocks immerse in 1000 cm3 water.
Table below shows density of material X and Y
Material Volume
(cm3)
Mass (g) Density
(g/cm3)
Block X 8 2 0.25
Block Y 8 16 2
Water 1000 1000 1
Block Z
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Examples of HOTS and LOTS Questions
1.What is the density of block X?
2.What is the density of block Y?
3.State the situation of Block X and Y in
water.
4.Give an inference concerning the
position of Block X in 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.
LOT
LOT
LOT
HOT
HOT
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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 ofBlock 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
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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.
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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.
L l 5 E l ti P ti d d f di i i b
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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.
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Assignment
Based on a SPM Physics topic, prepare 3
questions that can contribute to HOTS
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