Pre-Service Science Teachers' Perception About High Order Thinking Skills (HOTS) in the 21st Century

Afandi Afandi, Sajidan Sajidan, Muhammad Akhyar, Nunuk Suryani

Abstract

In the 21st century, the pre-service science teachers faced on extremely global competitiveness, globalization, technologically driven by information and rapidly media-saturated that needs appropriate skills to meet these challenges. The aims of this study is to identify pre-service science teacher perception about high order thinking skills (HOTs) in 21st century. This study employed quantitative design using a survey research method involved 120 pre-service science teachers from Tanjungpura University. The results of this study indicated that prospective science teachers have an awareness of the importance of HOTs and their also knowing that the learning do emphasized on the aspects of HOTs is essential to face the challenges of the 21st century. It is indicated by the mean score of pre-service science teacher perception about the important of HOTs to meet the challenges in the 21st century (M = 4.29, SD = 0.61) and the skills of HOT that their will be required to becomes a teacher in the 21st century (M = 4.31; SD = 0.47) in the high level.  This result provides the reasons why we need cultivating a positive awareness of the importance of HOTs in order to fostering the need for teaching that emphasizes the aspects of HOTs during pre-service education.

Full Text:

PDF

References

Anderson, W. L & Krathwohl. R. D. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Addison Wesley Longman, Inc

Ball, A. L., & Garton, B. L. (2005). Modeling higher order thinking: The alignment between objectives, classroom discourse, and assessments. Journal of Agricultural Education, 46 (2): 58-69

Bloom, S. B., Engelhart, D. M., Furst, J. E., Hill, H. W., & Krathwohl, R. D. (1956). Taxonomy of educational objectives, book I: Cognitive domain. New York: David McKay Company, Inc

Chia, L. W., & Goh, C.C.M. (2016). Teachers’ perceptions, experience, and learning, Asia Pacific Journal of Education, 36: 1-4

Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learner’s classroom. Cognition and Instruction, 20 (4): 399-483.

Friedman, T. L. (2007). The world is flat 3.0: A brief history of the twenty first century. New York: Picador

Halpern, D. F. (2003). Thought and knowledge: An introduction to critical thinking (4nd Edition). New Jersey: Lawrence Erlbaum Associates Publisher

Hasim, A., Osman, R., Arifin, A., Abdullah, N., & Noh, N. (2015). Teachers’ Perception on Higher Order Thinking Skills as an Innovation and its Implementation in History Teaching, Australian Journal of Basic and Applied Sciences, 9(32), 215-221

IBM. (2014). What is big data? https://www01.ibm.com/software/sg/data/bigdata/.

Heong, Y., Yunos, J., Othman, W., Hassan, R., Kiong, T., & Mohamad, M. (2012). The needs analysis of learning higher order thinking skills for generating ideas, UKM Teaching and Learning Congress 2011, Procedia - Social and Behavioral Sciences, 59: 197-203

Joram, E., & Gabriele, A. (1998). Preservice teachers’ prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education, 14(2), 175-191.

Kolwalczyk, N., Hackworth, N., & Smith, J. (2012). Perceptions of the use of critical thinking teaching methods. Radiologic technology, 83(3):226-36

Lau, J. Y. F. (2011). An introduction to critical thinking and creativity: Think more think better. New Jersey: John Wiley & Sons, Inc

Liu, W. C., & Tan, O. S. (2015). Teacher effectiveness: Beyond results and accountability. In O. S. Tan & W. C. Liu (Eds.), Teacher effectiveness: Capacity building in a complex learning era (pp. 335–345). Singapore: Cengage Learning Asia

Lewis, A., & Smith, D. (1993). Defining high order thinking. Theory into practice, 32 (3): 131-137

Marzano, R. J., & Pickering, D. J. (1997). Dimensions of learning. Colorado: Association for Supervision and Curriculum Development.

McLaughin, C., & Luca, J. (2000). Cognitive engagement and high order thinking through computer conferencing: We know why but do we know how?. In A. Herrmann and M.M. Kulski (Eds), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February 2000. Perth: Curtin University of Technology.

http://cleo.murdoch.edu.au/confs/tlf/tlf2000/mcloughlin.html

Partnership for 21st Century Skills. (2008). 21st century skills, education & competitiveness. www.p21.org/storage. accessed 20 December 2015

Paul, R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.

Resnick, B. L. (1989). Education and learning to think. Washington. D.C: National Academic Press

Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51, 113-121.

Teare, B. (2005). Effective resources for able & talented children. New York: Continuum International Publishing Group

Undang-Undang Republik Indonesia No 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. [Online]. www.inherent-dikti.net/files/sisdiknas.pdf.

Webb, M. (2005). Becoming a secondary-school teacher: The challenges of making teacher identity formation a conscious, informed process. Issues in Educational Research, 15(2), 206-224.

Wiersma, W. (2000). Research methods in education (7rd Ed.). Boston: Allyn & Bacon.

Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers' beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education, 17, 469-485

Zohar, A. (2004). Higher order thinking in science classroom: Students’ learning and teachers’ professional development. UK: Springer-Science + Business Media B.V

Refbacks

Comments on this article

View all comments