scholarly journals Development and Validation of Open Ended Based on Worksheet for Growing Higher Level Thinking Skills of Students

2020 ◽  
Vol 9 (2) ◽  
Keyword(s):  
Thinking Skills ◽  
Higher Level Thinking ◽  
Development And Validation

scholarly journals Development of worksheet based on high-order thinking skills to improve high-order thinking skills of the students

2018 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Yennita Yennita ◽  
Isra Khasyyatillah ◽  
Gibran Gibran ◽  
Mitri Irianti
Keyword(s):  
Data Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Average Score ◽  
Thinking Skill ◽  
Ability Test ◽  
Higher Level Thinking ◽  
High Order Thinking

This research aimed to develop high order thinking skills  workheet in momentum, impulse, and collision topic for senior high school This type of research is Research and Development  follow 4D models, includes : define, design, develop and disseminate. Data collection instruments used validation sheets for given to 5 validator, Aspects assessed include graphic, presentation, language, and the contents of workheet. Based on the result of data analysis showed that all aspects got average score in the range of 3.4 to 4 with categories of  very high. Thus, high order thinking skills was valid. For the purposes of testing the worksheet is given on 68 students. to measure the effectiveness of worksheet used  Higher Level Thinking Ability Test that amounts to 12 items. Based on the result of data analysis indicate, There is difference of higher order thinking skill of students who use HOTS worksheet than who are not use HOTS worksheet, where the average Higher Order Thinking Skill on students who use HOTS worksheet higher

scholarly journals Development and validation of a critical thinking framework

SURG Journal ◽  
2019 ◽  
Vol 11 ◽  
Author(s):  
Paisley Worthington
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Programs ◽  
Higher Order Thinking Skills ◽  
Development And Validation

Critical thinking (CT) is essential in many higher-order thinking skills and should be enhanced by higher education programs. The Model of Integrated Thinking Skills (MITS) was developed to help students developing CT, assist educators teaching CT, and satisfy the following three criteria: 1) completely and objectively describe CT, 2) distinguish CT from other skills, and 3) be used by all disciplines.  A validation survey determined how MITS is perceived with respect to the three criteria.  Most participants perceived that MITS meets the three criteria, suggesting that MITS can assist student development of CT.

Crosscutting Concepts in Science Support Literacy and Writing

2019 ◽  
pp. 262-275
Author(s):  
Diana Loyd O'Neal
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Research Problem ◽  
Thinking Skills ◽  
Content Areas ◽  
Higher Level Thinking ◽  
Teachers And Students ◽  
Primary Focus ◽  
Literacy And Writing ◽  
Crosscutting Concepts

The purpose of the chapter is to guide teachers in development of authentic and engaging lessons through multidisciplinary integration. As cross-curricular lessons are implemented, collaborative support between science, math, ELA, social studies, and related arts classes builds excitement for teachers and students. Students are challenged to take ownership of learning using higher-level thinking skills, creativity in design, and practicing 21st century skills such as collaboration, research, problem solving, and innovation. The chapter provides examples of integrative ideas and suggestions on how to begin developing multidisciplinary lessons. Although the primary focus relates to the crosscutting concepts in science with ELA expectations, the resources provided also include integrations for other content areas as well. The goal of the chapter is to provide models for the development of inquiry-based, authentic, and engaging opportunities for students to develop higher conceptual understanding and offer methods for applying their learning to real-world concepts.

The Level of Disposition Toward Teaching of Second Year College Students School of Education Xavier University

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Saturnina Baylon Absin ◽  
Lourdes Gonzales Tolod
Keyword(s):  
Communication Skills ◽  
Interpersonal Skills ◽  
Career Guidance ◽  
Personal Responsibility ◽  
College Education ◽  
Thinking Skills ◽  
Teaching Profession ◽  
Higher Level Thinking ◽  
Second Year ◽  
The Right

This study determined the level of disposition toward teaching of the 139 second year college education students of Xavier University during SY 2010-2011. The factors considered in relation to disposition toward teaching were responsibility for learning, interpersonal skills and collaboration, professionalism, communication skills and higher level thinking skills. The students’ gender, Quality Point Index (QPI), and course were also considered. The study employed purposive non-probability sampling method and descriptive research design. Findings reveal that the students in general have not yet acquired the desired qualities expected of them as future teachers. They lack higher level thinking skills, sense of personal responsibility for learning new things, questioning skills, communication skills, and interpersonal skills. They lack motivation and the right disposition toward the teaching profession. It is highly recommended that an intervention on career guidance be given to these students to deepen their understanding of and appreciation for the teaching profession.

Sign in / Sign up

Export Citation Format

Share Document