Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students

By U. Zoller. 2002

121 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education, Molecular Biology

View Paper: https://www.semanticscholar.org/paper/72de48c6301feeee3f1eaaad4d68a12fa5f0bc14

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. Jonathan Osborne
2. Shirley Simon
3. S. Erduran
4. D. Pushkin

In Education

1. Jonathan Osborne
2. Shirley Simon
3. S. Erduran
4. D. Pushkin
5. U. Zoller
6. H. Husamah
7. Katherine L. McNeill
8. V. Dawson

In Molecular Biology

1. Jonathan Osborne
2. Shirley Simon
3. S. Erduran
4. D. Pushkin

Citations in the corpus

• Enhancing the quality of argumentation in school science (2004, result): “However, our findings are supported by the work of Zoller et al. (2000, 2002), who concluded from their work with first year college undergraduates that one semester is too short a period to develop higher order cognitive thinking and that systemic longitudinal persistence is necessary to achieve…”
• OIDDE Learning Model: Improving Higher Order Thinking Skills of Biology Teacher Candidates. (2018, background): “Critical thinking skill is indicated by: question posing, decision making, and systemic thinking (Dillon & Scott, 2002; Zohar & Dori, 2003; Zoller, 2002), explore and explain problems, ideas, action, misunderstandings, agreements (Venville, 2002).”
• Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking (2007, background): “…shift from the still dominant algorithmic low-order thinking to higher-order thinking skills in contemporary science education, the longitudinal case-study, presented here, aimed at examining teaching strategies that might meaningfully affect the development of students’ CT skills and dispositions.”
• Matching Higher-Order Cognitive Skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course (2007, background): “…the other hand, HOCS involve question asking, critical thinking, system/lateral thinking, decision making, problem solving (as opposed to mere exercises), evaluative thinking, and knowledge transfer (Zoller, 1987, 1990, 1993, 1994, 1997, 2000; Zoller and Tsaparlis, 1997; Zoller et al., 1995, 2002).”