Higher Order Thinking Skills (HOTS) in Teaching & Learning of Physics

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

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

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

Bloom’s Taxonomy (Revised)

Creating -

generating of new

ideas, products or ways of

viewing things

Evaluating -

justifying a decision

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

21

century

_{If we want students to}

develop the capacity to

think, reason,

and

problem solving

then we

need to start with

high-level, cognitively

complex tasks.

TIMSS

Organizer

Objectives

Period

Target

International Association for the Evaluation of Educational

Achievement (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

T

rends in

I

nternational

M

athematics and

S

cience

Achievement of Malaysia in TIMSS

(

T

rend in

I

nternational

M

aths &

S

cience

S

tudy)

1999

Maths

16/38

(519)

Science

22/38

(492)

2003

Maths

10/45

(508)

Science

20/45

(501)

2007

Maths

20/49

(474)

Science

21/49

(471)

2011

Maths

26/64

(440)

Science

32/64

(426)

PISA

Organizer

Objectives

Period

Target

Organisation for Economic

Co-operation and Development

(OECD)

Evaluate student‘s literacy in science, maths and reading to determine the mastering level of knowledge and skills

3 years once since 2000

Malaysia participated since 2009

Students aged 15+

Irrespective of Gred /Form

P

rogramme for

I

nternational

S

tudent

A

ssessment

(

PISA

)

Achievement of Malaysia in PISA -2009

(

P

rogramme for

I

nternational

S

tudent

A

ssessment)

China

S’pore F’land UK

Thai

M’sia

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 Average – 463

Malaysia Ranking in Science : 52/74

Achievement of Malaysia Students in PISA 2009

Malaysia – 52/74

1.China - 575

2.Finland - 554

3.Hong Kong-549

4.Singapore - 542

5.Japan - 539

6.Korea – 538

7.N. Zealand - 532

8.Canada - 529

9.Estonia - 528

10.Australia - 527

45.Serbia – 443

46.Bulgaria – 439

47.UAE – 438

49.Romania – 428

50.Uruguay – 427

51.Thailand – 425

53.Venezula – 422

54.Mauritius – 417

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

Evaluate

Which logic gate is most suitable for the

following circuit ?

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?

Construct / Design

Build a prototype of solar car for the district

level competition

Identify

“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)

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 ?

Radar system K L M N Diameter of the parabolic dish 10 5 7 12 Distance of the signal receiver from the centre of dish Same as the focal length Less than the focal length Same as the focal length 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

How would you design

an effective solar cooker

that can heat up the kettle fast?

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.

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 e nucleus Radioisotope unstable 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 Volume (cm3₎ Mass (g) Density (g/cm3₎ Block X 8 2 0.25 Block Y 8 16 2 Water 1000 1000 1

Block Z

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

Answers for LOTS and HOTS Questions

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

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,

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,

Assignment

Based on a SPM Physics topic, prepare 3

questions that can contribute to HOTS