Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?

By Anat Zohar, Yehudit Judy Dori. 2003

617 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e742cd4706c34bcc285df391282bcd825bb3bd3a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

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).”
Higher Order Thinking Skills among Secondary School Students in Science Learning. (2015, methodology): “…to another situation through using problem solving skills and various science process skills that encourage students to use their higher order thinking skills in science learning (Krau, 2011; Miri & Uri, 2007; Nuthall, 1999; Pappas, Pierrakos, & Nagel, 2012; Yao, 2012; Zohar & Dori, 2003).”
TEACHING SCIENTIFIC COMMUNICATION SKILLS IN SCIENCE STUDIES: DOES IT MAKE A DIFFERENCE? (2009, background): “This explanation is supported by other studies that emphasize the notion that attainment of skills must take place throughout the school years, from the early stages of elementary school, until the more academic studies stage (Gibbs, 1981; Hogan, 1999; Zohar & Dori, 2003 ).”
Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression (2013, background): “Comparing and contrasting is considered as a higher order thinking skill (Zohar & Dori, 2003 ).”
Teaching socioscientific issues: classroom culture and students’ performances (2007, background): “Recent studies indicate that quite often low achievers make better improvement on performance tasks or case studies that involve relevant-authentic issues ( Zohar & Dori, 2003 ).”
Factors explaining the learning of generic skills: a study of university students’ experiences (2018, background): “…skills (HOTS) that university education has been traditionally expected to develop in its students (e.g. Bloom 1956; Wilks 1995; Zohar 2006; Zohar and Dori 2003); and iii) have been central in debates regarding generic skills in higher education over the last 30 years (e.g. Badcock,…”
Developing Critical Thinking Skills of Students in Mathematics Learning (2015, background): “Thus, negligence of the importance of thinking skills in teaching and learning affects students' ability to think (Henningsen & Stein, 1997; Zohar & Dori, 2003).”
Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009, background): “The assessment of learning achievements is changing as worldwide reforms, particularly in science education, promote the shift from traditional teaching for algorithmic, lower-order thinking skills, to higher-order thinking skills (Barak 2007; Tobin et al. 1990; Zohar and Dori 2003).”
Factors Affecting Higher Order Thinking Skills of Students: A Meta-Analytic Structural Equation Modeling Study. (2015, background): “…a thinking process, which consists of complicated procedures and needs to be based on various skills such as analysis, synthesis, comparison, inference, interpretation, assessment, and inductive and deductive reasoning to be employed to solve unfamiliar problems (Smith, 1992; Zohar and Dori, 2003).”
The Nature and Development of Teachers' Metastrategic Knowledge in the Context of Teaching Higher Order Thinking (2006, background): “The goal of the TSC project is to teach higher order thinking as part of science learning (Zohar, 1996, 2004; Zohar & Dori, 2003; Zohar, & Nemet, 2002; Zohar, Weinberger, & Tamir, 1994).”
Classroom emotional climate, student engagement, and academic achievement (2012, background): “…and organizational aspects of the classroom environment are well studied and include a teacher’s ability to encourage higher order thinking (Zohar & Dori, 2003), connect and integrate prior knowledge into instruction (Vermette et al., 2001), and set well-defined parameters for classroom…”
Developing Critical Thinking Skills from Dispositions to Abilities: Mathematics Education from Early Childhood to High School (2015, background): “The consensus emerging amongst science and mathematics educators worldwide is that the acquisition of higher-order cognitive skills (HOCS) by our students should be a major instructional goal in education (Zohar & Dori, 2003).”
Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds (2008, neutral): “inquiry-type teaching for low-achieving students (Boaler, 2002; Boaler & Staples, 2008; Schoenfeld, 2002; White & Frederiksen, 1998; Zohar & Dori, 2003 ).”
Assessing Teachers’ Pedagogical Knowledge in the Context of Teaching Higher‐order Thinking (2005, background): “Data collection took place within the Thinking in Science Classroom (TSC) project, whose goal is to teach higher‐order thinking as part of science learning (Zohar, 2004 ; Zohar & Dori, 2003 ; Zohar & Nemet, 2002 ; Zohar, Weinberger, & Tamir, 1994 ).”