Development Of Higher Order Thinking Skills Research Articles

How Do the Romanian Students Learn? Metacognition and Experiential Learning in the Romanian School Curricula

Fundamental for the development of the lifelong learning skills, the metacognitive processes are connected to the experiential model of learning. In an age where information is a click away, the development of higher-order thinking skills becomes essential for a relevant content for learning. The first step should be the development of the metacognitive processes and the critical thinking skills, not only as prerequisites for the school success, in an era where the documentation involves selections and hierarchies, but also as a foundation for social insertion. The school syllabuses should target the development of metacognitive strategies, in the spirit of student-centred teaching-learning activity. Our paper traces the way they deal with metacognition, observing the precariousness of the specific skills that could develop it, in order to assess the knowledge level of the learning strategies and their use in the disciplines from the “Language and communication” and “Man and society” curricular areas, as the students and even the teachers that are trained using these syllabuses are experiencing difficulties when these skills are necessary. In addition, after graduation, the obstacles in the development of metacognitive processes in students can be more difficult to overcome, the purpose of the present research being precisely to reveal them.

Musical improvisation for college students: personal creativity and thinking skills

ABSTRACT This study aims to assess personal creativity and the development of higher-order thinking skills in improvisation. The authors evaluated higher-order thinking skills in music improvisation and creativity of improvised musical compositions. The results of the t-test showed significant progress in both creativity and thinking skills among students after the intervention. In general, the indicators of creativity, higher-order thinking skills, motivation and self-efficacy of students correlate well with each other. The strongest correlation was between creativity and general musical creative self-efficacy. There was a negative correlation between amotivation and these two traits: creativity and higher-order thinking. In general, the results of the study suggest that students acquired the skills of comparing, judging, planning, generalising and using previous knowledge to create a new product. The researchers noted the development of musical style, correspondence between melody and rhythm, and a variety of musical solutions.

Examination of Research Conducted on the Use of Artificial Intelligence in Science Education

The advancement of artificial intelligence (AI) has been significantly driven by developments in machine learning and neural networks. As AI becomes increasingly pervasive, its applications are diversifying, with notable penetration in sectors such as health, education, social media, robotics, and entertainment. One area in which AI is being deployed is science education. The objective of this study is to examine the research that incorporates AI within the field of science education. By analysing trends in the reviewed studies, this research identifies the countries, institutions, journals and scholars that are the most prominent contributors to this field of enquiry. The findings suggest that the incorporation of artificial intelligence into science education is still in its infancy, with a paucity of widespread implementation. However, there is a discernible increase in the quantity of published works, with an emerging emphasis on the assessment of learning outcomes and the enhancement of academic performance. The findings indicate that the United States is the leading country in terms of publications related to AI in science education, accounting for 38% of the total contributions. Additionally, Türkiye has emerged as a notable contributor in this field, demonstrating a growing presence. The Journal of Science Education and Technology was identified as the preeminent journal publishing research on AI. Furthermore, the findings revealed that GPT was the most frequently utilised tool in this context. In light of these findings, it is recommended that future investigations into the application of artificial intelligence (AI) in science education employ a range of AI tools and explore the development of higher-order thinking skills.

Development novice teachers’ higher-order thinking skills through online problem-based learning platform: A mixed methods experimental research

One key competency in teaching profession is the ability to think at a higher level. Therefore, it is important to understand how to develop and refine effective training approaches for novice teachers. This study examined the novice teachers’ higher-order thinking skills development through online problem-based learning platform and analyzed the level of novice teachers’ higher-order thinking skills. The research involved 57 novice teachers participating in the research for learning development courses. The mixed method experimental design was employed in this study. Data were collected by using multiple choice tests and self-report reflective thinking forms. Descriptive statistics were used to analyze novice teachers’ HOTS. The t-test was conducted to evaluate mean differences among the novice teachers’ HOTS. Content analysis was used to code and categorize themes and pattern of HOTS perception. Results revealed that novice teachers have shown improvement in higher-order thinking skills include the problem solving, critical thinking, creative thinking sub-skills through online problem-based learning approach. Their proficiency in HOTS significantly increased, t(57) = 17.72, p .001, with a high portion achieving advanced levels. Furthermore, they gained the positive perspective in employing online PBL for HOTS development.

ANALISIS KONTEN HOTS DALAM BUKU SIMPAY BASA SUNDA KELAS VIII

The goal of 21st century learning is that students are expected to have higher order thinking skills. But in fact, students' high-level thinking skills in Indonesia are still worrying. Based on that, this study aims to understand aspects of higher order thinking and describe its application in the content contained in textbooks in schools. In analyzing and describing content that has high-level thinking content, (1) cognitive level, (2) stimulus elements, and (3) contextual elements will be analyzed. This research method uses descriptive analytic method with a qualitative approach. The techniques used in this research are documents and notes. The text book used in this study is the Simpay Basa Sunda book at the VIII grade junior high school level. The results of this study contained 413 data whose details were (1) various cognitive levels in the book there were 72.39% at level 1 (knowledge and understanding), 9.68% at level 2 (application), and 17.91% at level 3 (reasoning). (2) the stimulus elements in this book are dominated by verbal stimuli totaling 323 stimuli, then visual stimuli totaling 1 stimulus. (3) there are 114 contextual elements in this book with a percentage of 28%. It can be concluded that this book can support the development of higher-order thinking skills, and can also support the ongoing 21st century learning process. However, it must be noted that this can be developed further by increasing the content containing HOTS.

The use of pattern blocks in developing students' higher-order thinking skills

PurposeThis study aimed to explore students’ higher-order thinking skills development when they engaged in pattern blocks learning activities using Blended Learning Classroom teaching approaches through the Thailand Lesson Study Incorporated Open Approach model.Design/methodology/approachThe researchers utilized a multiple case research design for 47 higher education students from the Non-degree Higher-order Thinking in Mathematics Program using a purposive sampling technique. The researchers used the On-Demand teaching approach for two days and three hours of a combination of Virtual Live and Face-to-Face teaching approaches, making up a total of 70 and 30 percent of student learning time respectively.FindingsThe quantitative results from the online survey questionnaire indicated that the majority of the participants perceived positively the phenomena of the Blended Learning Classroom teaching approach ranging from a mean score of 4.44–4.65. The qualitative results revealed that participants used different interpretations, and utilized their creative, imaginative thinking to connect various concepts while they were solving the problem situations using pattern blocks.Research limitations/implicationsThe discussions were limited to a study representative of 47 Non-degree Higher-order Thinking in Mathematics Program students.Practical implicationsThe use of the pattern blocks in developing students’ higher-order thinking skills was found to strengthen the effectiveness of Blended Learning Classroom teaching approaches.Originality/valueThis study adds new insight to the literature on Higher-order Thinking Skills development.

Automatic detection and interpretable analysis of learners’ cognitive states based on electroencephalogram signals

The development of higher-order thinking skills (HOTS) in learners is one of the educational objectives of the 21st century. Detecting learners’ higher and lower cognitive states based on electroencephalogram (EEG) signals is crucial for promoting the development of HOTS. In this study, we investigated the feasibility of using an EEG-based deep learning (DL) model to classify higher and lower cognitive states and employed eXplainable Artificial Intelligence (XAI) techniques to examine the neural mechanisms associated with the cognitive states. To trigger learners’ cognitive states, both high-level and low-level learning activities were developed based on a revised Bloom's taxonomy and the Interactive-Constructive-Active-Passive (ICAP) framework and used with 22 subjects whose EEG signal was recorded and detected with the Convolutional Neural Network-Long Short-Term Memory (CNN-LSTM) model. The CNN-LSTM model yielded a remarkable recognition accuracy of around 99 %. Finally, we proposed LIME-Brain Area (LIME-BA), an improvement of Local Interpretable Model-agnostic Explanation (LIME), to identify the distinctive attributes of brain area activities for different levels of cognitive states. According to the XAI interpretable analysis, we found that the frontal and temporal areas were activated in a higher cognitive state, and the occipital and parietal regions were activated in a lower cognitive state. This study provides further evidence for educators to design cognitive-guided instructional activities to enhance learners’ development of HOTS.

Behind Prison Walls: Critical Overview of the Mental Health Trajectories of Children Living With Incarcerated Mothers.

Insufficient resources have been identified as a significant factor contributing to delayed development across all domains for children living with their incarcerated mothers. Often lacking extended family support, these children experience environments resembling confinement, devoid of essential cognitive, social, and emotional stimuli crucial for their development. This deprivation can result in substantial educational setbacks and hinder their social integration. This review aims to examine the impact of the prison environment on the development of children residing with their incarcerated mothers.Current research underscores a notable scarcity of comprehensive data on the developmental paths of these children. Some studies suggest that prison nurseries may cultivate positive intergenerational attachments, potentially mitigating the typically low resilience observed in cases of maternal separation. However, while lower-order cognitive functions may not exhibit significant delays, the development of higher-order thinking skills presents more considerable challenges.Addressing the developmental risks faced by children in prison settings is critical, given their heightened vulnerability to systemic neglect. Therefore, prioritizing optimal child development is essential to ensure these children achieve their milestones.

Integrating creative pedagogy into problem-based learning: The effects on higher order thinking skills in science education

This study aimed to assess the impact of incorporating creative pedagogy within a Problem-Based Learning (PBL) on the development of higher-order thinking skills (HOTS) in the field of natural science. A sample of 280 eighth-grade students from a province in Lampung participated in the study. Employing a quasi-experiment design, one experimental group underwent the integration of creative pedagogy within the PBL model, while two control groups did not receive this treatment. The findings from the experiment strongly suggest that the integration of creative pedagogy in PBL sessions significantly enhances the proficiency of higher-order thinking skills within the context of natural science education. Specifically, this integration fosters the students' capacity to critically analyze, evaluate, and devise innovative solutions for intricate problems. By integrating creative pedagogy, students were encouraged to transcend conventional knowledge and apply their critical thinking in authentic real-world scenarios. Notably, students demonstrated not only the capability to pinpoint problem origins but also exhibited prowess in evaluating diverse alternatives, considering consequences, generating creative and workable solutions. However, it is essential to acknowledge the existence of challenges and resistance encountered by both educators and students when implementing creative pedagogy in PBL activities. The implications of integrating creative pedagogy within the PBL model in natural science education underscore a paradigm shift in the learning approach, which has the potential to significantly enrich students' learning experiences.

K-12 students' higher-order thinking skills: Conceptualization, components, and evaluation indicators

Higher-order thinking skills are essential for future citizens. Therefore, it is important to understand its conceptualization, components, and evaluation indicators. The aim of this study was to construct and validate a framework of indicators for evaluating higher-order thinking skills. We used a three-step mixed-method research design and collected expert opinions through a questionnaire. First, a literature review found that higher-order thinking skills include problem-solving, metacognitive, critical thinking, teamwork, and innovation development skills. Then, there was a general consensus among 11 evaluators regarding the conceptualization, components, and evaluation framework of higher-order thinking skills through two rounds of Delphi questionnaires. The framework for evaluating K-12 students' higher-order thinking skills includes five first-level indicators, 17 second-level indicators, and 55 third-level indicators. The results show that the indicator framework is scientific and reliable. In conclusion, this study not only proposes a compilation for evaluation indicators of K-12 students' higher-order thinking skills, but also provides support for the measurement and development of higher-order thinking skills.

Biology Textbook Grade X (2020): Analysis for the Development of Higher Order Thinking Skills among Secondary School Science Students

This study explores the development of higher-order thinking skills (HOTs) in secondary school students through a qualitative content analysis of a Biology textbook grade X (2020). The analysis was done using software called NVivo 12, and the book was chosen through purposeful sampling. The results showed that the textbook uses various strategies to develop critical thinking, such as practical activities, experiments, analytical questions, real-world applications, and open-ended problem-solving questions. Practical activities and experiments help students apply their theoretical understanding to actual problems. Analytical questions make students think critically by making them analyze data and explain complicated relationships between biological concepts. Real-world applications show students how scientific knowledge is used every day so they can evaluate scientific advancement more critically. Open-ended questions challenge students to use what they have learned to solve new problems and come up with unique answers.

Computational Thinking in Diverse and Inclusive Preschool Settings – Cracking the Code

Abstract: Computational Thinking is a fundamental skill just as reading, writing and mathematics. It involves the development of higher-order thinking skills, such as problem-solving, and borrows from computer-science methods like the concepts of abstraction and decomposition. In the context of young populations, preferences, adoption, encouragement, and sensitization, are relevant to the development of Computational Thinking attitudes and skills. The present study was designed to explore how Computational Thinking can be integrated into a typical curriculum, considering the notions of inclusion and diversity. Thirty children (aged 4-6 years) from diverse ethnical backgrounds participated in a Hidden Treasure Hunt learning activity which was distinct by the absence of explicit instructions. Previous research show that while significant emphasis is often placed on the cognitive aspects of Computational Thinking, the affective and emotional dimensions are frequently overlooked. This study underscores the importance of not only imparting knowledge and building skills but also the role of attitudes and emotions in nurturing an environment for discovery and higher-order thinking abilities development in young children.

Implementation of problem-based learning modules in an introduction to public health course.

With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising alternative. This research investigates the impact of PBL on student learning outcomes, specifically focusing on the development of higher-order thinking skills, communication, growth mindset, and metacognitive abilities. PBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quantitative data were derived from university-wide Quality Enhancement Plan surveys and a course-specific PBL survey, which were analyzed using Repeated Measures ANOVA to assess changes in student perceptions over time. Additionally, qualitative data from open-ended survey questions were analyzed through thematic analysis, providing deeper insights into the students' experiences and perceptions of PBL. Results indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated these findings, revealing enhanced team collaboration, active engagement in problem-solving, and increased comfort with complex real-world issues. The findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutional support in adopting innovative teaching methods like PBL, emphasizing faculty development, resource allocation, and curriculum design.

Deaf children, home language environments, and reciprocal-contingent family interactions.

Engaged communication between mother and a child in their early developmental stages is one of the predictors of children's development of higher-order thinking skills. For deaf children, this engaged communication between mother and child hinges on the home language environment (HLE) being fully accessible to the child. This research uses agogical phenomenology in exploring the lived experiences of participants' HLE where sign language is used, with particular focus on the opportunities for extended discourse. Data were collected via semistructured interviews with the deaf children and their parents and observations in the HLEs of five signing families with at least one deaf child in the southwestern United States. The aim of this study was to document and provide insights into how language use in deaf children's HLE can impact their knowledge development; these insights uncovered the essence of reciprocal and contingent family interactions as a central aspect of the deaf child's HLE. It is hoped that the qualitative phenomenological findings will frame subsequent quantitative investigations of the variability in language access to home language components.

Implementasi Teori Belajar Kognitif Pada Kurikulum 2013

This research discusses efforts to introduce cognitive learning theory into the 2013 curriculum in the educational environment. Her research focus is on understanding how key principles of cognitive learning theory, including concepts such as information processing, knowledge construction, and the development of higher-order thinking skills, can be integrated into new curriculum structures. Research methods include analysis of official 2013 curriculum documents, interviews with teachers, and observation of classroom learning practices. The results show that although real efforts have been made to adopt the principles of cognitive learning theory, their implementation still faces certain challenges. Limited resources, teacher understanding of cognitive concepts, and adaptation of learning materials are several important factors that influence successful implementation. Therefore, this research provides recommendations for improving teacher training, adapting learning materials, and increasing resource support so that the 2013 curriculum more effectively achieves students' cognitive learning goals.

The mediating role of higher-order thinking skill in the relationship between mathematics strength and achievement in electrical and electronic engineering education

Purpose: The paper aims to examine the casual role of higher-order thinking skills as a mediator in the relationship between students’ strength in mathematics and achievement in electrical and electronic engineering education.
 Design/Methodology/Approach: The study adopted a quantitative research design where random cluster sampling was used to select a total of 488 final-year students from four technical universities in Ghana. Mathematics achievement tests were used to gather data on students’ higher-order thinking skills and competence in five areas of mathematics. Also, their examination results were collected from their respective universities. Mediation analysis was done using AMOS 26.
 Finding: The study revealed that the positive effect of students’ strengths in the five selected mathematics topics on their performance in electrical and electronic engineering education is mediated by their higher-order thinking skills.
 Conclusion: The research concludes that there is a partial mediation in the relationship between students’ strength in mathematics and achievement in electrical and electronic engineering education by higher-order thinking skills.
 Research Limitations: It is recommended that further researchers carry out similar research with more mathematics indicators to explain more variations in achievement in electrical and electronic engineering education.
 Practical Implication: Engineering mathematics curriculum developers should stress the need for mathematics, especially algebra, for the development of higher-order thinking skills to facilitate problem-solving in electrical and electronic engineering education and practice.
 Contribution to Literature: This study highlights the relationship between the understanding of the concepts of specific mathematics topics, higher-order thinking skills, and achievement in electrical and electronic engineering education.

Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices

It is very important to adopt innovative digital technologies in educational systems to overcome the challenges in modern learning environments, especially in the post-COVID-19 era. The fourth Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st-century skills such as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China’s Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices.

The Development of Thinking Skills in English as a Second Language Methodology Classroom

This article focuses on an important aspect of modern education – the development of thinking skills. The purpose of this article is to outline the way thinking skills are developed in English as a Second Language (ESL) Methodology. The research was undertaken at Pavlo Tychyna Uman State Pedagogical University.
 The methodology is based on a review of academic literature, analyses of core Curriculum and ESL Methodology course books, and a generalization of our own ESL Methodology teaching experience.
 Results. The notion of thinking skills is revealed and their role for language learning is emphasized in the article. It is concluded that the development of thinking skills greatly depends on the quality of instruction, hence the requirement to enhance the ability of preservice teachers to develop thinking skills in their learners. To understand students’ readiness to develop thinking skills in their learners the PRESETT Curriculum on Methodology (Bachelor’s Level) and ESL Methodology coursebooks were thoroughly studied in terms of the aspects relevant to this research. The general overview of the core Curriculum in terms of the suggested modules, units and learning outcomes proved that the development of higher-order thinking skills is one of its main objectives. 
 According to the core Curriculum thinking skills are developed through a range of teaching approaches, among them task-based learning, the use of case studies, simulations, group projects and problem solving. Such modes of teaching and learning promote high level interaction as well as the high level of thinking skills development. The analysis of the ESL Methodology coursebooks provides much more detailed overview of the activities practiced during the sessions, thus giving additional support for the research. It is proposed that competencies can be improved by means of HOT skills activities in the ESL Methodology classes.
 Conclusions. The research findings have enriched our understanding of thinking skills and highlighted the importance of their development in preservice teachers so that they are able to develop thinking skills in their future leaners. Taken together, the research results suggest that both thinking skills and life skills, such as communication, teamwork, critical thinking, problem-solving, information literacy, creativity, etc., are focused on in both the PRESETT Curriculum on Methodology and in the ESL Methodology coursebooks.

Development of higher-order thinking skills in nursing students through online problem-based assessment.

The development of higher-order thinking skills (HOTS) in problem-based learning (PBL) is not confined to teaching and learning but extends to authentic assessment methods, similar to real-life situations. The assessments aligned to PBL attempt to eliminate the students' tendency towards memorisation. Rather, it instils and encourages their ability to analyse, interpret, synthesise, and evaluate knowledge and its sources. The study had two primary aims: (1) to describe undergraduate nursing students' experiences of an online problem-based assessment (PBA), and (2) to explore how online PBA assessment contributed to the development of undergraduate student nurses' HOTS. An urban-based South African higher education institution (HEI) in KwaZulu-Natal, Durban, South Africa. A descriptive, exploratory qualitative approach was used. The target population was 4th-year psychiatric nursing students (N = 39) studying for the degree of Bachelor of Nursing at the preselected university, utilising two focus groups (n = 5, n = 7). Data were analysed through content analysis using the clinical reasoning model as a framework. Three categories (trigger problem, re-visioning the cues, treatment direction) and seven sub-categories (trigger problem posing, early cue identification, cue interpretation and clustering, focussed cue investigation, information processing and interpretation, reprioritise hypotheses, and diverse intervention[s]) emerged. Psychiatry, Nursing and Midwifery practices require a practitioner skilled in HOTS to provide quality, efficient and cost-effective patient care. The findings in this study can benefit nursing education, particularly learning interruptions in HEIs.

Teaching Effect Evaluation of Flipped Classroom in Engineering Management Colleges

Adapting traditional classroom teaching methods to students’ personalized learning styles and needs can be challenging, resulting in passive learning, low teaching quality, and insufficient support for students’ learning and development. The flipped classroom teaching model integrates information technology (IT) into education, enriches teaching approaches, and emphasizes a student-oriented concept. The flipped classroom can help students deeply understand the content by building upon shallow learning guided by effective teaching strategies. In turn, it facilitates the development of higher-order thinking skills and promotes students’ physical and mental well-being. In this study, five engineering management colleges in Henan Province, China, were surveyed using a questionnaire distributed during the fall semester of 2022–2023. The factors influencing the teaching effect of the flipped classroom were analyzed using a multivariate ordered logit model. Results demonstrated that the questionnaire had a reliability coefficient of 0.844, a KMO value of 0.788, and a Bartlett sphericity test with a corresponding P value of less than 0.01. Several factors, including gender (P = 0.054), self-study ability (P = 0.064), campus network (P = 0.000), teaching resources (P = 0.085), and classroom interaction (P = 0.036), significantly influence the teaching effect of the flipped classroom. The findings of this study provide valuable insights for enriching the teaching management theory of the flipped classroom, helping teachers enhance their management abilities in implementing the flipped classroom, and facilitating convenient teaching and learning experiences for both teachers and students in information technology.