Active Learning Environment for Achieving Higher-Order Thinking Skills in Engineering Education

This account of a research project explores postgraduate in-service teachers’ understanding and facilitation of active learning in primary, secondary and higher education in the United Kingdom. Qualitative data were elicited from six teachers during 2003-2004 using video-stimulated reflective dialogues of classroom practices illustrative of active learning. Outcomes of 18 dialogues have been taped, transcribed and analysed. The dialogues have begun to reveal teachers’ thinking, feelings and actions as facilitators of active learning. Findings, which are presented as case studies, indicate that teachers associate active learning, among other things, with learner autonomy, empowerment, developing higher order thinking skills and cooperative group activities. Increasingly, teachers devolve the locus of control of learning to their learners with appropriate guidance, monitoring and interventions. Classroom practices reflect an emphasis on discourse between learners and with teachers, guided discovery learning and learning as an essentially social process. The evidence suggests that video-stimulated reflective dialogues are an effective method for revealing teachers’ tacit knowledge about their pedagogy. Video-stimulated reflective dialogues emerge as a highly effective professional development tool which can enhance teachers’ career progression as they acquire and apply sophisticated higher order thinking skills in relation to their pedagogies.

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A Conceptual Model of Scenario Based Learning for Developing Higher Order Thinking Skills in Engineering Education

Advanced Science Letters ◽

10.1166/asl.2017.7284 ◽

2017 ◽

Vol 23 (1) ◽

pp. 194-196

Author(s):

Muhammad Sukri Saud ◽

Yusri Kamin ◽

Azlan Abd Latib ◽

Nor Fadila Amin

Keyword(s):

Engineering Education ◽

Conceptual Model ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Higher Order Thinking Skills

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Analisis Komponen Higher Order Thinking Skills Pada Sajian Isi LKS Fisika Kelas X Semester II Di SMAN Se-Sumatera Barat

PILLAR OF PHYSICS EDUCATION ◽

10.24036/10844171074 ◽

2021 ◽

Vol 14 (1) ◽

pp. 65

Author(s):

Abdul Azis ◽

Yenni Darvina ◽

Gusnedi ◽

Silvi Yulia Sari

Keyword(s):

High Schools ◽

Active Learning ◽

Creative Thinking ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Public High Schools ◽

Higher Order Thinking Skills ◽

West Sumatra ◽

High Level

One of the essences of curriculum implementation in 2013 is the application of high-level thinking skills-rotating learning ( Higher Order Thingking Sklills,HOTS). HOTS-oriented learning requires students to carry out active learning. Therefore, the teacher must be able to create active learning by presenting one of the teaching materials in the form of Student Worksheets (LKS). The results of observations show that the LKS used in public high schools in North Sumatra is still diverse, starting from the LKS made by the subject teachers and issued by the publisher. All of these LKS have also not been identified whether they already contain HOTS components in them. therefore, a component analysis research was conducted higher Order thinking skills (HOTS) on the material presentation Physics worksheets class X semester II at SMAN throughout West Sumatra.This research is a descriptive study with a qualitative approach. The population of data in this study were all worksheets for high school physics students of class X semester II used by 34 public high schools in West Sumatra. The sample in this study is the highest number of SMA class X semester II physics worksheets used in schools published by three different publishers and two worksheets made by physics subject teachers.The research data were taken using the analysis instrument of LKS offerings and data collection techniques through documentation studies.Based on the research that has been carried out, it is found that the percentage of availability of HOT indicators in the form of decision making, critical thinking and creative thinking in each worksheet is as follows. LKS F X/II RZ-GR percentage of indicator availability LKS / IIX percentage availability of HOTS indicators respectively, namely, 23,34% ; 0,%; 35,52%; 22,88%. LKS D X/II RC-IP, 44,66%;25,74%; 44,42%;40,04%. LKS F X/II BK-VP , 16,86%; 8,58% ; 28,86%; 2,86 %.LKS F X/II G I, 21,66%; 2,86%;35,52%; 5,72% and LKS F X/II GII, 28,31%; 11,44%; 33,3% ;17,16%. From the entire LKS F X/II RC-IP Has the highest percentage indicator. From this data, it can be concluded that the percentage of availability of HOTS indicators in the presentation of the contents of the Class X Semester II Physics Worksheets at Senior High Schools throughout West Sumatra is still low, with the category not yet facilitating.Keywords : Analysis, worksheet, High Order Thinking Skills (HOTS).

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The difference between traditional learning environment and information enriched learning environment on the acquisition and transfer of higher order thinking skills in a biological context

10.5353/th_b3196059 ◽

1998 ◽

Author(s):

Wing-shun Yip

Keyword(s):

Learning Environment ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Traditional Learning ◽

Higher Order Thinking Skills ◽

The Difference ◽

Biological Context

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The Relationships between Physical Learning Environment, Psychological Characteristics, and HOTS

Social and Management Research Journal ◽

10.24191/smrj.v17i2.10516 ◽

2020 ◽

Vol 17 (2) ◽

pp. 101

Author(s):

Mohd Azry Abdul Malik ◽

Mazlini Adnan ◽

Mohd Rahimie Md Noor ◽

Muhammad Firdaus Mustapha

Keyword(s):

Learning Environment ◽

Self Efficacy ◽

Statistics Education ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Psychological Characteristics ◽

Higher Order Thinking Skills ◽

Physical Learning Environment ◽

Academic Self Efficacy

The study investigates the relationships between the physical learning environment (PLE), psychological characteristics (students’ academic self-efficacy and satisfaction), and higher-order thinking skills (HOTS) in statistics education. The study also aimed to determine if psychological characteristics mediate the relationships between the PLE and HOTS. A total of 285 students were selected as samples using cluster sampling. The study instruments were adapted from Smart classroom inventory, science laboratory environment inventory, test of science-related attitudes, self-efficacy in learning and performance for college, and dimension of learning rubrics. The gathered data were analysed using Partial Least Square Structural Equation Modeling (PLS-SEM). The findings revealed that a significant direct relationship existed between PLE and HOTS. Moreover, the PLE also did influence the students’ HOTS indirectly through psychological characteristics (academic self-efficacy and satisfaction). The findings from this study give an important and valuable contribution to knowledge in the area of HOTS research in the context of Malaysian Institution of Higher Learning. The implication of this study suggests that the good quality of PLE in statistics education would influence students’ HOTS directly and also indirectly through the positive development of psychological characteristics in teaching and learning (T&L) process. Keywords: physical learning environment, psychological characteristics, academic self-efficacy, satisfaction, higher-order thinking skills

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Robotics as a Vehicle for Multiliteracies

Computer Engineering ◽

10.4018/978-1-61350-456-7.ch418 ◽

2012 ◽

pp. 1047-1067

Author(s):

Marissa J. Saville

Keyword(s):

Learning Environment ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Higher Order Thinking Skills ◽

The Social ◽

New London ◽

Changing World

This chapter is a catalyst for encouraging educators to use robotics as a vehicle for multiliteracies. This chapter will provide compelling, practical evidence of the multimodal nature of robotics, highlighting the potential of robotics to encompass any or all of the linguistic, spatial, visual, audio and gestural elements of multiliteracies, as described by the New London Group (1996). The social and technological benefits for both genders arising from the integration of robotics into the curriculum, and their importance in a rapidly changing world are discussed, as is the need for educators to learn how to facilitate a learning environment that entices students to take risks and solve problems through the development of higher-order thinking skills. Robotics crosses curriculum boundaries, and engages and motivates students of all ages by making learning directed and real.

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