Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment

Source: Journal of Science Teacher Education, Volume 20, Number 5 / October 2009, p. 459-474.

Testing students on higher order thinking skills may reinforce these skills among them.
To research this assertion, the authors developed a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face classroom discussions with online activities, interrelating teaching, learning, and assessment.
The course involves graduate students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. This study examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters.
Findings indicated that the students’ higher order thinking skills were enhanced in terms of their ability to
(a) pose complex questions,
(b) present solid opinions,
(c) introduce consistent arguments, and
(d) demonstrate critical thinking.