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Higher-Order Thinking in

Chemistry Teaching and


Learning

Dr Carol K.K. Chan, The University of Hong Kong


Ivan C.K. Lam, Maryknoll Convent School
Overview

What is higher-order thinking?


Model of learning and teaching of higher-order
thinking
Fostering higher-order thinking in chemistry
Concept Mapping
Questioning
Reflection Learning Diaries
Computer-Supported Collaborative Learning
Group Work
Video on classroom implementation on higher-order
thinking HOTS in chemistry 2
What is Higher-Order Thinking?

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What are the characteristics of HOT?

HOT involves more than one fixed answer

HOT is brought about by complex tasks

HOT is about understanding

HOT is both content-free and content-related

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What are some common questions
about higher-order thinking ?

Are there lower-order and higher-order


thinking?

Are there specific thinking skills for


different age groups?

Are higher-order thinking skills applicable


for low-ability students?
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What are different kinds of HOT?

Educators from different backgrounds have different


conceptualization & classification systems.

Creative Thinking
Critical Thinking

Blooms Taxonomy

Marzanos Dimensions of Learning

Metacognition

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What is HOT?

Creative Thinking (e.g., De Bono;


Perkins)

Ability to generate novel and multiple solutions

Aesthetics, risk-taking, edge of knowledge

Lateral Thinking (I.e., six hats)

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What is HOT?

Critical Thinking (Ennis)


focus on a question
analyze arguments;

observe and seek supports for evidence

make inferences (induction & deduction)

identify unstated assumptions

decide on an action

employ strategies to interact with others in discourse

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What is HOT?

Blooms Taxonomy
Lower-level to higher-level questions

Marzanos Dimensions of Learning


Different Kinds of Thinking Skills

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What is HOT?

Metacognition & higher-level understanding


(Bereiter, Scardamalia, Resnick, Brown)

Thinking about thinking (meta-cognition)

Higher-order thinking is about students taking active


roles in constructing meaning and deep understanding

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What is HOT?

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An example
An example of
of metacognition
metacognition

I found one thing very strange according


to the description written on the container of
bleach, it says if we have drunk the bleach
due to any reasons, we are strongly advised
to drink a lot of milk or eggs immediately.
.haha..so funnyhow can eggs and milk
help?

HOTS inin chemistry


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13
An example of metacognition

.It was the first time that I really take a


chance to observe the things around me. I
deliberately took out the bleach and have a
look at it. In the past, I didnt have the sense
of observationI was greatly surprised
when I realized that milk and egg could be
used to neutralize bleach, which I could
never guess it
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Why choose this system focusing on
metacognition?

Framework that relates well with current


educational reforms in the knowledge-based era

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Model of Learning and Higher-Order
Thinking

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Prior Knowledge Good thinkers
build on and extend what they know

Can one be a good thinker without knowing


anything?

Good thinkers need to think with something


Good thinkers have well structured knowledge

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Prior Knowledge

Teaching Strategies Concept Mapping (&


analogies)
Maximize knowledge structure and organization

Students learn to
compare, contrast, classify, organize, and relate different parts
examine and reflect on their own understanding
process information deeply

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Learning Strategy Good thinkers self-
direct their thinking using inquiry-based
strategies

Ask higher-level questions

How do you develop HOTs other than teacher


questioning?

If you want your students to develop HOTs, teach


less and turn over to students what teachers would
do for them.

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Learning Strategy

Teaching Strategy From teacher questioning to


student-generated questions
Asking good questions is the hallmark of intelligence

Students learn to
formulate and find problems
inquire, hypothesize, explain, solve problem
check and monitor their own understanding

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Learning Strategy

Other teaching strategies for maximizing


student inquiry-based strategy

From teacher-designed experiments and


projects to student-designed experiment and
projects

From teacher assessment to student-directed


and peer-led assessment
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Collaborative Learning Good thinkers
work with others in creating
new knowledge

Do good thinkers only work by themselves?

In the current knowledge-based era, students need


to learn to work with others

Collaborative learning focuses on solving complex


problems (no fixed answers) for creating new
understanding in the learning community
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Collaborative Learning

Teaching Strategy

Concept mapping, generating questioning,


reflection, projects are best conducted in
collaborative group settings

Computer-supported collaborative learning

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Collaborative Learning

Students learn to
reflect on own knowledge
work with others
communicate ideas/develop standpoints
compare different viewpoints
agree and disagree with reasons
synthesize different ideas
extend own & community learning
AND many others HOTs

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Learning and Assessment
Purposes of assessment
assessment of learning vs. assessment for learning
Summative and formative assessment

Learning and Assessment (constructive alignment)


Backwash Effects
Consider how students would study differently if they
are assessed on MC, fill-in-blanks, open-ended
questions, essays, projects, & computer discussion
Assessments should be designed in ways to promote
student learning
Change assessment - To foster students higher-order
thinking, consider using different kinds of assessment
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A Framework for Promoting Higher-
Order Thinking Skills

Use of Prior Deep, inquiry-based,


Knowledge Learning strategy

Developing Higher
Order Thinking

Collaborative
Learning

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Fostering higher-order thinking
in Chemistry ??

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Classroom scenario

Students may do well on Chemistry questions, but


they may fail to acquire skills in solving everyday
problems.

Rote versus meaningful learning

Teaching does not necessarily lead to learning, but


learning can occur without teaching.

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Teaching and learning strategies for
promoting higher-order thinking in
classroom
Concept mapping
Questioning
Learning journals/diaries
Computer-supported collaborative learning
Analogy
Inquiry-based experiments
Project work
Decision making exercises
More.
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Concept Mapping

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Concept Map Showing Key Concepts in Concept Mapping

Adapted from: Joseph Novak (1991) Clarify with Concept Maps. The Science Teacher, 58(7), 45-49.

CONCEPT MAPS
WORDS
e are
hav have ha
ve
Can be CONCEPT LINKING
LABELS WORDS CONTEXT
To is
SYMBOLS for HIERARCHY DEPENDENT
m
for To form of

s
nt
CONCEPTS from

ese
As PROPOSITIONS

pr
st
are ore

re
d are
in MOST MOST
e
ar Are stored in
form GENERAL IMPORTANT
PERCEIVED RELATIONSHIPS
Memor

COGNITIVE
REGULARITIES
STRUCTURE to
are
are
ized by

in in are
MOST LEAST
Achieved by SPECIFIC IMPORTANT
KNOWLEDGE
CLAIMS

Rel
EVENTS OBJECTS LEARNING

at
ed t
e.g. e.g. Can be o

RAINING DOG ROTE


EXPLOSION LEAF are
PHOTOSYNTHESIS WOMAN MEANFUL
Perception is
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Components of a concept map

Concepts: chemical terms or ideas


Proposition: a combination of two nodes (concepts)
and a labeled line
Hierarchy: concepts drawn from general (most
important) to specific (least important)
Cross-links: connections between one segment of
concepts and another segment
Examples: specific events or objects

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Components of a concept map
Key
concept

label label
label
First level
of General General
General
concept concept
hierarchy concept

label label
label

Second
Concept
level of cross-link Concept
hierarchy Concept

label label

Example Example

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Concept mapping :
a metacognitive tool
Food
includes includes

Vegetables Meat
has
has

Carrot Pork

contains

Vitamin
A
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An example of concept map
chemical Francisco, et al. (2002)
symbol

can represent can represent

basic
atom unit of element

react to form
bond to form

basic compounds
unit of
molecule can be formed
between metallic &
represent
nonmetallic
represent are formed by
with metals &
reactions between
nonmetal
nonmetals
chemical compounds of all
formulas nonmetals are

with lowest ratio represent


between ionic
components is represent compounds

empirical
molecular
formula HOTS in chemistry
compounds 34
An example of concept map
Pollution
increases
Digestion
increases corrosion of
Acid weathering of
indigestion Rock
needed for increased by
weathers
can cause
Atmospheric
Stomach acidity corrodes
acid
Metal
a type of
Acid soil causes
reacts with
causes
Metal
property reacts with oxide
Acidity
of Acid
measures reacts with
detect identify not
Metal type of
carbonate
found reacts with
pH Indicators identify Neutral
from
reacts with
type of
detect identify not
measures
property Alkali Base
Alkalinity of
treated with

HOTS in chemistry Taber (2002)


35
treated with
Variations of concept mapping

Select and fill-in concept mapping


Fill-in concept mapping
- The blanks can be concepts or linking words
- Found mostly in revised CE textbooks

Student generated concept mapping

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How to construct a concept map ?

1. Brainstorming stage:
identify facts or ideas associated with the topic
make a list of single words or short phases

2. Organizing stage:
create groups or sub-groups of concepts
rank order the concepts (general to specific)

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How to construct a concept map ?

3. Linking stage:
add labeled lines to show relationships
look for cross-links between concepts

4. Finalizing stage:
attach specific examples
give a title of the map
But remember, there is no
single way to draw a concept
HOTS map
in chemistry 38
Highlights of concept mapping strategy

Start with daily life concepts (e.g. food, animals or cars)


in the training period
Construct maps collaboratively to encourage deeper
understanding through social interaction
Ask students to think and prepare list of concepts
beforehand that save more time for discussions
Have students to present their maps and obtain feedback
from classmates. Make changes and draw the final
maps for assessment.
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An example of conceptHOTS
map in the training period
in chemistry 40
Evaluation of concept maps:
Qualitative assessment

Are all important concepts included ?


Are there any incorrect or missing linkages between
concepts (misconceptions) ?
Is the map laid out in a way that higher order
relationships are apparent and easy to follow ?
Is there a substantial amount of branching hierarchy
and cross-linking (the complexity) ?

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Evaluation of concept maps:
Quantitative assessment

Scoring rubric (modified from Mason, 1992)

No effort Poor Fair Good Excellent


0 1 2 3 4
Number of concepts

Focal concepts

Propositions

Validity of linkages

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Evaluation of concept maps:
Quantitative assessment

Basics for determining the level of adherence

No effort Poor Fair Good Excellent


0 1 2 3 4
Number of concepts too few or too many concepts vs. only the major concepts
misses the major foci vs. hierarchically indicates the
Focal concepts major foci
Propositions propositional links are vague or missing vs. explicit
Validity of linkages inaccurate linkages vs. accurate linkages

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Uses of collaborative concept maps in
promoting HOT
To interconnect the abstract chemistry concepts or
terms
To relate the macroscopic, microscopic
(particulate) and symbolic levels in chemistry
To communicate the complex ideas by extending
the prior knowledge
To assess the connected understandings and
diagnose misconceptions
To engage students in reflective thinking
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Learning Strategy and Deep Processing

Questioning (Blooms Taxonomy &


Marzanos Dimensions of Learning)
Learning Diaries, Self-Generated
Questions, and Reflection

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Asking higher-level Questions

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Blooms taxonomy of cognitive levels

To recall facts: 1. Knowledge


2. Comprehension
Define the term rusting.
3. Application
State two substances that are
needed for rusting to occur. 4. Analysis
5. Synthesis
6. Evaluation

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Blooms taxonomy of cognitive levels

To understand the 1. Knowledge


meanings / organize facts:
2. Comprehension

Explain why rusting of iron 3. Application


nail occurs faster in salt 4. Analysis
solution than in tap water.
5. Synthesis
6. Evaluation

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Blooms taxonomy of cognitive levels

To use (apply) facts, rules or 1. Knowledge


principles:
2. Comprehension
Suggest a metal that is used to 3. Application
protect underground steel
pipes. Explain your choice. 4. Analysis
Calculate the e.m.f. of the 5. Synthesis
rusting process from the
electrode potentials of half 6. Evaluation
reactions.
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Blooms taxonomy of cognitive levels

To break down the whole into 1. Knowledge


it component parts:
2. Comprehension

Can you distinguish between 3. Application


tin-plating and zinc-plating to 4. Analysis
prevent iron cans from rusting?
5. Synthesis
6. Evaluation

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Blooms taxonomy of cognitive levels

To put parts together into a 1. Knowledge


new whole
2. Comprehension

Design an experiment to show 3. Application


that oxygen is essential to 4. Analysis
cause rusting.
5. Synthesis
6. Evaluation

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Blooms taxonomy of cognitive levels

To justify the value or merits 1. Knowledge


of an idea/problem
2. Comprehension

Discuss the effects of rusting on 3. Application


social, economic and 4. Analysis
environmental aspects of a
society. 5. Synthesis
6. Evaluation
Construct higher-level questions HOTs
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Marzanos Dimensions of Learning -
Questions for Different Thinking Skills
Acquire and Integrate Knowledge
Construct meaning - How does X relate to something you
already know?
Extend and Refine Knowledge
Compare - How are X and Y alike? How are Y and Z different?
Classify How can you group XYZ into groups?
Induce - Based on such information, what would you conclude?
Construct support What evidence do you have to support
this..?
Abstract What patterns can you observe from ?
Analyze perspectives What are the reasons for the different
explanations? Which is better?

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Marzanos Dimensions of Learning

Use knowledge meaningfully


Decision making What course of action is the best and
why?
Investigation/Experimentation What information is
needed to solve this problem? Design an experiment to
examineHow would you investigate that
Problem Solving Identify the problemWhat are the
possible solutions..

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Learning Diaries
From Teacher Questions to Student-Generated
Questions

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Reflection Learning Diaries

Guidelines for Self-Questioning (from Y.L. Chong)

Identifying Topics and Tasks


What is the topic/objective of todays lesson?
What is the topic/objective of last lesson and what is
the relationships between them?
What is the main thing I have to do or find out? What
is the aim of this experiment?

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Compare new and old understanding
What do I know about this topic? What is the
new concept? What are the differences
between them?
Can my ideas explain this phenomenon? Can
this new concept explain this phenomenon?
Which one is better?

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Evaluation and Application
Are there any concepts I do not understand?
What do the new concepts say? What are the
common misconceptions? What have I learned
in this experiment?
Can I use this new concept to explain a novel
phenomenon in daily life? What is the
explanation?

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Computer-Supported Collaborative
Learning

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Computer-supported collaborating
learning

Knowledge Forum (KF)


Online database for knowledge building
Community of learners
Knowledge-transforming
Students pose questions, negotiate meanings (talk
chemistry), and generate new ideas

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Related websites to KF

http://www.knowledgeforum.com

http://csile.oise.utoronto.ca/CSILE_biblio.html

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How KF promotes HOTs ?

Questions / topics initiated by students


A high level of control over own learning
Shared ideas or written discourse about a problem
(content, process & product) recorded
More ownership created
Minimize competition in learning community

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Group work
&
break

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Final words on promoting HOT in
classroom

To create a classroom environment with positive


climate
To build on students existing knowledge
To ask high-level thinking questions or even get
students to ask and inquire into these questions
To engage students in collaborative group learning
tasks
To use a variety of authentic assessment strategies

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