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

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

HOTS in chemistry 2

Overview

What is higher-order thinking?Model of learning and teaching of higher-order thinkingFostering higher-order thinking in chemistry Concept Mapping Questioning Reflection – Learning Diaries Computer-Supported Collaborative Learning

Group WorkVideo on classroom implementation on higher-order thinking

HOTS in chemistry 3

What is Higher-Order Thinking?

HOTS in chemistry 4

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

HOTS in chemistry 5

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?

HOTS in chemistry 6

What are different kinds of HOT?

Educators from different backgrounds have different conceptualization & classification systems.

Creative ThinkingCritical ThinkingBloom’s TaxonomyMarzano’s Dimensions of Learning Metacognition

HOTS in chemistry 7

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)

HOTS in chemistry 8

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

HOTS in chemistry 9

What is HOT?

Bloom’s Taxonomy Lower-level to higher-level questions

Marzano’s Dimensions of Learning Different Kinds of Thinking Skills

HOTS in chemistry 10

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


What is HOT?


An example of 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 funny…how can eggs and milk help?



….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 didn’t have the sense of observation…I was greatly surprised when I realized that milk and egg could be used to neutralize bleach, which I could never guess it…


Why choose this system focusing on metacognition?

Framework that relates well with current educational reforms in the knowledge-based era


Model of Learning and Higher-Order Thinking


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


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


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.


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


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


Collaborative Learning – Good thinkers work with others in creatingnew 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


Collaborative Learning

Teaching Strategy

Concept mapping, generating questioning, reflection, projects are best conducted in collaborative group settings

Computer-supported collaborative learning


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


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 student’s higher-order thinking, consider using different kinds of assessment


A Framework for Promoting Higher-Order Thinking Skills

Developing HigherOrder Thinking

Use of PriorKnowledge

Deep, inquiry-based, Learning strategy

CollaborativeLearning


Fostering higher-order thinking in Chemistry ??


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.


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…………………….


Concept Mapping


WORDS

SYMBOLS

CONCEPT LABELS

CONCEPTS

PERCEIVEDREGULARITIES

EVENTS OBJECTS

CONCEPT MAPS

LINKING WORDS

PROPOSITIONS

COGNITIVESTRUCTURE

RELATIONSHIPS

HIERARCHYCONTEXT

DEPENDENT

MOST GENERAL

MOST IMPORTANT

MOST SPECIFIC

LEAST IMPORTANT

ROTE

KNOWLEDGECLAIMS LEARNING

MEANFUL

RAININGEXPLOSIONPHOTOSYNTHESIS

DOGLEAFWOMAN

Can be

havehave have

are

To form

To form

is

are

areareare

Related to

Can be

Mem

orized by Achieved by

of

from

to

Perception is

are

in in

e.g. e.g.

are repr

esen

ts

Are stored inform

As stored in are

for

Concept Map Showing Key Concepts in Concept Mapping

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


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


Components of a concept map

label labellabel

labellabel label

cross-link

label label

Key concept

Example

Concept

General concept

General concept

General concept

ConceptConcept

Example

First level of

hierarchy

Second level of

hierarchy


Concept mapping : a metacognitive tool

includes

has

contains

has

includes

Food

Vegetables Meat

PorkCarrot

Vitamin A


An example of concept map

Francisco, et al. (2002)

bond to form

basic unit of

can represent can represent

represent

with lowest ratio between

components is represent

compounds of all nonmetals are

are formed by reactions between

nonmetals

can be formed between metallic &

nonmetallic

with metals & nonmetal

represent

basicunit of

represent

react to form

chemical symbol

atom

molecule

element

compounds

chemical formulas

empirical formula molecular

compounds

ionic compounds


An example of concept map

Taber (2002)

not

not

reacts withidentify

foundfrom

measures

measures

propertyof

identifydetect

detect

propertyof

reacts with

reacts with

reacts with

reacts withcauses

a type of

needed for

can cause

increased by

increases weathering of

treated with

type of

increases corrosion of

causes

treated with

weathers

corrodes

type ofidentify

Acid

Neutral

Acid indigestion

Acid soil

Indicators

Pollution

Atmospheric acidity

Metal

Metal oxide

Metal carbonate

BaseAlkali

Digestion

Stomach acid

Rock

Acidity

Alkalinity

pH


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


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)


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

map


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.

HOTS in chemistry 40An example of concept map in the training period


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) ?


Evaluation of concept maps:Quantitative assessment

Scoring rubric (modified from Mason, 1992)

No effort0

Poor1

Fair2

Good3

Excellent4

Number of concepts

Focal concepts

Propositions

Validity of linkages


Evaluation of concept maps:Quantitative assessment

Basics for determining the level of adherence

No effort0

Poor1

Fair2

Good3

Excellent4

Number of concepts too few or too many concepts vs. only the major concepts

Focal conceptsmisses the major foci vs. hierarchically indicates the

major foci

Propositions propositional links are vague or missing vs. explicit

Validity of linkages inaccurate linkages vs. accurate linkages


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


Learning Strategy and Deep Processing

Questioning (Bloom’s Taxonomy & Marzano’s Dimensions of Learning)

Learning Diaries, Self-Generated Questions, and Reflection


Asking higher-level Questions


Bloom’s taxonomy of cognitive levels

To recall facts:

Define the term ‘rusting’.

State two substances that are needed for rusting to occur.

1.1. KnowledgeKnowledge

2.2. ComprehensionComprehension

3.3. ApplicationApplication

4.4. AnalysisAnalysis

5.5. SynthesisSynthesis

6.6. EvaluationEvaluation



To understand the meanings / organize facts:

Explain why rusting of iron nail occurs faster in salt solution than in tap water.









To use (apply) facts, rules or principles:

Suggest a metal that is used to protect underground steel pipes. Explain your choice.Calculate the e.m.f. of the rusting process from the electrode potentials of half reactions.









To break down the whole into it component parts:

Can you distinguish between tin-plating and zinc-plating to prevent iron cans from rusting?









To put parts together into a new whole

Design an experiment to show that oxygen is essential to cause rusting.









To justify the value or merits of an idea/problem

Discuss the effects of rusting on social, economic and environmental aspects of a society.






6.6. EvaluationEvaluation• Construct higher-level questions HOTs HOTs


Marzano’s Dimensions of Learning - Questions for Different Thinking Skills

Acquire and Integrate KnowledgeConstruct meaning - How does X relate to something you already know?

Extend and Refine KnowledgeCompare - 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?


Marzano’s Dimensions of Learning

Use knowledge meaningfullyDecision making – What course of action is the best and why?

Investigation/Experimentation– What information is needed to solve this problem? Design an experiment to examine…How would you investigate that…

Problem Solving – Identify the problem…What are the possible solutions..


Learning DiariesFrom Teacher Questions to Student-Generated Q

uestions


Reflection – Learning Diaries

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

Identifying Topics and Tasks What is the topic/objective of today’s lesson? What is the topic/objective of last lesson and what is t

he relationships between them? What is the main thing I have to do or find out? What

is the aim of this experiment?


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?


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?


Computer-Supported Collaborative Learning


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




Related websites to KF

http://www.knowledgeforum.com

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


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


Group work&

break


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


Documents

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