higher order thinking skills (hots) in teaching & learning of physics

7/15/2019 Higher Order Thinking Skills (HOTS) in Teaching & Learning of Physics

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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

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(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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