UriZoller

Dr. Uri Zoller

Dr. Uri Zoller, Professor Emeritus of Chemistry and Science Education
Faculty of Science and Science Education - Chemistry
University of Haifa - Oranim, Kiryat Tivon 36006, Israel

Enhancing Deep Learning via Higher-Order Cognitive Skills (HOCS) – Promoting Teaching Strategies and Assessment

Abstract: Given the current striving for sustainability and the corresponding paradigms shift in science, technology, R&D, environment perception, economy and politics; e.g., from unlimited growth-to-sustainable development, correction-to-prevention, option selection-to-options generation, disciplinary teaching – to inter/multi-cross disciplinary learning and passive consumption of “goods”, culture and education-to-active participation, all in the science-technology-environment-society-economy-policy (S-T-E-S-E-P) context, the corresponding paradigms shift in science and mathematics education is unavoidable. This means a shift from the currently dominating lower-order cognitive skills (LOCS) algorithmic teaching to "know", to HOCS-promoting deep learning to "think" resulting (if successful) in enhanced evaluative thinking and transfer capabilities. Our active research in STESEP-oriented science teaching has been targeted at the development of students’ HOCS such as critical system thinking, question asking, decision making, problem solving, and evaluative thinking within ongoing ‘traditional’ science and mathematics courses. Within a pre-post mixed methodology research design, our intervention focused on the implementation, in science courses, of HOCS-promoting teaching strategies and HOCS’ level examinations, selected representative examples of which will be presented and critically discussed. The main findings of our research, in the context of higher education chemistry/science instruction, are: (a) the capabilities of question asking and critical thinking, problem solving, system thinking and decision making, are enhanced (pre-post gains) via the tandem implementation of appropriate ‘HOCS promoting’ teaching strategies and HOCS-level assessment; (b) HOCS enhancement requires time; it is not achievable via a single-shot short exercise; and (c) assessment needs not only be consistent with the instructional objectives, but also capable of their enhancement in order to achieve them. The educational significance and implications are: (1) Deep learning through HOCS-level assessment is attainable, suggesting (2) generic-HOCS development is contextually-not discipline content-bound. Thus, deep learning, not only can be done; it should be done, across the board, in science and mathematics education.

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