scholarly journals A Study of Lower-order and Higher-order Questions at Secondary Level

2011 ◽  
Vol 7 (9) ◽  
Author(s):  
Wilayat Bibi Khan ◽  
Hafiz Mohammad Inamullah
Keyword(s):  
Lower Order ◽  
Secondary Level ◽  
Higher Order ◽  
Higher Order Questions

scholarly journals O zadawaniu pytań na lekcji języka polskiego. Studium przypadku

2020 ◽  
Vol 29 ◽  
pp. 139-156
Author(s):  
Anna Tabisz
Keyword(s):  
Quantitative Analysis ◽  
Lower Order ◽  
Higher Order ◽  
Thought Process ◽  
Classroom Situation ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Polish Language ◽  
Higher Order Questions ◽  
Guiding Questions

The article presents the results of qualitative and quantitative analysis of questions asked during a single Polish language lesson. It consists of two main parts. The first presents and comments on the results of the teacher’s questions analysis, the second ‒ questions asked by students. The concept of Bogusław Skowronek was used, who distinguished four types of questions in his classification: 1) reassuring-instrumental; 2) substantive; 3) about the meta-didactic function; 4) not related to the classroom situation. The first two categories were specified in more detail by Elizabeth Perrott’s proposition, which distinguishes between guiding questions and questions for clarification among reassuring-instrumental questions, while she divides substantive questions according to the type of thought process launched during the answer and indicates lower-order and higher-order questions. The text ends with a summary containing not very optimistic conclusions.

scholarly journals The Writing Strategies of Post-SecondaryStudents with Writing Difficulties

2007 ◽  
Vol 17 (2) ◽  
Author(s):  
Gina L Harrison ◽  
Deborah Beres
Keyword(s):  
Secondary Students ◽  
Lower Order ◽  
Writing Process ◽  
Writing Skills ◽  
Secondary Level ◽  
Higher Order ◽  
Writing Strategies ◽  
Writing Difficulties ◽  
Post Secondary ◽  
Retrospective Reports

Writing samples were examined from 42 post-secondary students with or without writing difficulties. Guided by the Simple View of Writing (Berninger et al., 2002), the samples were examined for evidence of difficulties with lower-order transcription processes and higher-order composition skills. Retrospective reports on writing strategies were also obtained. The students with writing difficulties achieved significantly lower scores across both dimensions of writing than the students without difficulties. For those with writing difficulties, strategy reports indicated an awareness of difficulties with lower-order (e.g., spelling) writing skills and an over-emphasis on these skills during the writing process, compared to the students without writing difficulties. Results are discussed in relation to the cognitive and linguistic aspects involved in skilled writing in adulthood, and the implications for accommodations and interventions for students struggling with writing at the post-secondary level.

READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Intan Permata Sari And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Lower Order ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Level Of Education ◽  
Bloom’S Taxonomy

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.

Factors associated with complications in higher order compared to lower order repeat

2016 ◽  
Vol 1 (1) ◽  
pp. 32-39
Author(s):  
Tahira Akhtar ◽  
◽  
Aahsann Kazemi ◽  
Keyword(s):  
Lower Order ◽  
Higher Order ◽  
Factors Associated

Internal categoricity and truth

2018 ◽  
Author(s):  
Tim Button ◽  
Sean Walsh
Keyword(s):  
Model Theory ◽  
Lower Order ◽  
Higher Order ◽  
Mathematical Truth ◽  
Object Language ◽  
Famous Result ◽  
Famous Paper ◽  
Truth Value ◽  
Truth Operator

This chapter considers whether internal categoricity can be used to leverage any claims about mathematical truth. We begin by noting that internal categoricity allows us to introduce a truth-operator which gives an object-language expression to the supervaluationist semantics. In this way, the univocity discussed in previous chapters might seem to secure an object-language expression of determinacy of truth-value; but this hope falls short, because such truth-operators must be carefully distinguished from truth-predicates. To introduce these truth-predicates, we outline an internalist attitude towards model theory itself. We then use this to illuminate the cryptic conclusions of Putnam's justly-famous paper ‘Models and Reality’. We close this chapter by presenting Tarski’s famous result that truth for lower-order languages can be defined in higher-order languages.

scholarly journals Alzheimer’s Disease Progressively Reduces Visual Functional Network Connectivity

2021 ◽  
pp. 1-14
Author(s):  
Jie Huang ◽  
Paul Beach ◽  
Andrea Bozoki ◽  
David C. Zhu
Keyword(s):  
Visual Cortex ◽  
Lower Order ◽  
Resting State ◽  
Visual Processing ◽  
Network Connectivity ◽  
Higher Order ◽  
Functional Network ◽  
Functional Networks ◽  
The Face ◽  
Processing Network

Background: Postmortem studies of brains with Alzheimer’s disease (AD) not only find amyloid-beta (Aβ) and neurofibrillary tangles (NFT) in the visual cortex, but also reveal temporally sequential changes in AD pathology from higher-order association areas to lower-order areas and then primary visual area (V1) with disease progression. Objective: This study investigated the effect of AD severity on visual functional network. Methods: Eight severe AD (SAD) patients, 11 mild/moderate AD (MAD), and 26 healthy senior (HS) controls undertook a resting-state fMRI (rs-fMRI) and a task fMRI of viewing face photos. A resting-state visual functional connectivity (FC) network and a face-evoked visual-processing network were identified for each group. Results: For the HS, the identified group-mean face-evoked visual-processing network in the ventral pathway started from V1 and ended within the fusiform gyrus. In contrast, the resting-state visual FC network was mainly confined within the visual cortex. AD disrupted these two functional networks in a similar severity dependent manner: the more severe the cognitive impairment, the greater reduction in network connectivity. For the face-evoked visual-processing network, MAD disrupted and reduced activation mainly in the higher-order visual association areas, with SAD further disrupting and reducing activation in the lower-order areas. Conclusion: These findings provide a functional corollary to the canonical view of the temporally sequential advancement of AD pathology through visual cortical areas. The association of the disruption of functional networks, especially the face-evoked visual-processing network, with AD severity suggests a potential predictor or biomarker of AD progression.

scholarly journals Examining Bloom’s Taxonomy in Multiple Choice Questions: Students’ Approach to Questions

2021 ◽  
Author(s):  
J. K. Stringer ◽  
Sally A. Santen ◽  
Eun Lee ◽  
Meagan Rawls ◽  
Jean Bailey ◽  
...  
Keyword(s):  
Lower Order ◽  
Multiple Choice ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Analytic Thinking ◽  
Bloom’S Taxonomy ◽  
Degree Of Confidence ◽  
Clinical Reasoning Skills

Abstract Background Analytic thinking skills are important to the development of physicians. Therefore, educators and licensing boards utilize multiple-choice questions (MCQs) to assess these knowledge and skills. MCQs are written under two assumptions: that they can be written as higher or lower order according to Bloom’s taxonomy, and students will perceive questions to be the same taxonomical level as intended. This study seeks to understand the students’ approach to questions by analyzing differences in students’ perception of the Bloom’s level of MCQs in relation to their knowledge and confidence. Methods A total of 137 students responded to practice endocrine MCQs. Participants indicated the answer to the question, their interpretation of it as higher or lower order, and the degree of confidence in their response to the question. Results Although there was no significant association between students’ average performance on the content and their question classification (higher or lower), individual students who were less confident in their answer were more than five times as likely (OR = 5.49) to identify a question as higher order than their more confident peers. Students who responded incorrectly to the MCQ were 4 times as likely to identify a question as higher order than their peers who responded correctly. Conclusions The results suggest that higher performing, more confident students rely on identifying patterns (even if the question was intended to be higher order). In contrast, less confident students engage in higher-order, analytic thinking even if the question is intended to be lower order. Better understanding of the processes through which students interpret MCQs will help us to better understand the development of clinical reasoning skills.

REACTION OF ALDOSES AND KETOSES WITH LEAD TETRAACETATE

1956 ◽  
Vol 34 (4) ◽  
pp. 541-553 ◽  
Author(s):  
A. S. Perlin ◽  
Carol Brice
Keyword(s):  
Lower Order ◽  
Higher Order ◽  
Lead Tetraacetate ◽  
Pyranose Form ◽  
Reaction Proceeds ◽  
Furanose Form ◽  
Rare Sugars

Lead tetraacetate is highly selective for oxidation of α-hydroxy-hemiacetal groups and hence most readily attacks cyclic forms of the sugars. The reaction proceeds stepwise; the hemiacetal α-glycol being cleaved and the monoester of a correspondingly shorter-chained sugar formed. After cyclization the new sugar in turn is oxidized at the hemiacetal α-glycol group to yield a diester of a still-lower-order member of the series. In this manner D-glucose first yields mono-O-formyl-D-arabinose and then di-O-formyl-D-erythrose. Similarly, D-fructose is degraded to a glycolate ester of D-erythrose and finally to a formate–glycolate diester of D-glyceraldehyde. Some relatively rare sugars thus may conveniently be prepared directly from abundant higher-order members of the series. The reactions appear to involve preferential attack of the furanose form of a sugar rather than of the normally-predominant pyranose form, or possibly migration of ester groups towards the reducing end of the sugars.

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