HOCS-PROMOTING ASSESSMENT OF STUDENTS’ PERFORMANCE ON ENVIRONMENT-RELATED UNDERGRADUATE CHEMISTRY

Abstract

The switch from traditional algorithmic lower-order cognitive skills (LOCS) teaching to higher-order cognitive skills (HOCS) learning in science, chemistry, engineering and environmental education, requires an in accord shift in students' assessment. HOCS-promoting assessment is expected to enhance students’ evaluative thinking in terms of system, critical thinking – problem solving – decision making, followed by a responsible action, accordingly. The focus of this study was on the development and implementation of HOCS-promoting environmental chemistryrelated exam items/questions, included in traditional exams in undergraduate chemistry, chemistry teaching methods and chemistry-related environmental education courses. These exams were administered to three groups of undergraduate, pre- and in-service science majors and science chemistry teachers at an engineering-technology and liberal arts university, respectively. The first and the third groups were not formally exposed to chemistry-related environmental issues in their courses. Our findings suggest that our undergraduate students appear to be weak on both, “making connections” and system thinking, with respect to these issues. Yet, pre-post improvement of their HOCS capability was found, particularly for the students who scored low on the pre-test. The implications for future action purposed persistent HOCS-promoting teaching and assessment, within which relevant environmental issues are integrated, have the potential of inducing ‘HOCS learning’ in science, technology, environmental, society (STES)-oriented chemistry teaching. [Chem. Educ. Res. Pract.: 2004, 5, 175-184]