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
Overview

What is higher-order thinking?

Model of learning and teaching of higher-order
thinking
Fostering higher-order thinking in chemistry
 Concept Mapping
 Questioning
 Reflection – Learning Diaries
 Computer-Supported Collaborative Learning
Group Work
Video on classroom implementation on higher-order
thinking HOTS in chemistry 2
What is Higher-Order Thinking?

HOTS in chemistry 3
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

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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?

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 What are different kinds of HOT?

 Educators from different backgrounds have different

conceptualization & classification systems.

 Creative Thinking
 Critical Thinking

 Bloom’s Taxonomy

 Marzano’s Dimensions of Learning

 Metacognition

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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)

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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

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What is HOT?

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

Marzano’s Dimensions of Learning

 Different Kinds of Thinking Skills

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 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

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 What is HOT?
What characterize metacognition?
 Awareness of Own
Knowledge & Learning
 Examine Own
Understanding & recognise:
1. What one knows (strengths)
2. What one does not know
(Weaknesses,
Misconception, Problems)
HOTS in chemistry
 Control & Regulate Own
Learning Processes
 Goal Setting, checking,
monitoring
 Learning strategies
 Knowledge building
11
An example of metacognition

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An example of metacognition

….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…

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Why choose this system focusing on
metacognition?

 Framework that relates well with current

educational reforms in the knowledge-based era

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Model of Learning and Higher-Order
Thinking

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 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

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 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

HOTS in chemistry 17
 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.

HOTS in chemistry 18
 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

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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

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 Collaborative Learning – Good thinkers
work with others in creating
new 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

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Collaborative Learning

Teaching Strategy

 Concept mapping, generating questioning,

reflection, projects are best conducted in
collaborative group settings

 Computer-supported collaborative learning

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 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

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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
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A Framework for Promoting Higher-
Order Thinking Skills

Use of Prior Deep, inquiry-based,

Knowledge Learning strategy

Developing Higher
Order Thinking

Collaborative
Learning

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Fostering higher-order thinking
in Chemistry ??

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 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.

HOTS in chemistry 27
 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…………………….
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Concept Mapping

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 Concept Map Showing Key Concepts in Concept Mapping

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

CONCEPT MAPS
WORDS

Can be CONCEPT LINKING

LABELS WORDS CONTEXT
is
SYMBOLS HIERARCHY DEPENDENT
for To form

CONCEPTS from
PROPOSITIONS
are
Are stored in MOST MOST
form GENERAL IMPORTANT
PERCEIVED RELATIONSHIPS COGNITIVE
REGULARITIES
STRUCTURE to
are
are
in in are
MOST LEAST
Achieved by SPECIFIC IMPORTANT
KNOWLEDGE
CLAIMS
EVENTS OBJECTS LEARNING

e.g. e.g. Can be

RAINING DOG ROTE

EXPLOSION LEAF are
PHOTOSYNTHESIS WOMAN MEANFUL
Perception is
HOTS in chemistry 30
 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

HOTS in chemistry 31
 Components of a concept map
Key
concept

label label label

First level
of General General
General concept
hierarchy concept concept

label label
label

Second
Concept
level of cross-link Concept
hierarchy Concept

label label

Example Example

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Concept mapping :
a metacognitive tool
Food
includes includes

Vegetables Meat
has
has

Carrot Pork

contains

Vitamin
A
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An example of concept map
chemical Francisco, et al. (2002)
symbol

can represent can represent

basic
atom unit of element

react to form
bond to form

basic compounds
unit of
molecule can be formed
between metallic &
represent
nonmetallic
represent are formed by
with metals &
reactions between
nonmetal
nonmetals
chemical compounds of all
formulas nonmetals are

with lowest ratio represent

between ionic
components is represent compounds

empirical
formula molecular
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compounds 34
 An example of concept map
Pollution
increases
Digestion
increases corrosion of
Acid weathering of
indigestion Rock
needed for increased by
weathers
can cause
Atmospheric
Stomach acidity corrodes
acid
Metal
a type of
Acid soil causes
reacts with
causes Metal
property reacts with oxide
Acidity
of Acid
measures reacts with
detect identify not
Metal type of
carbonate
found reacts with
pH Indicators identify Neutral
from
reacts with
type of
detect identify not
measures
property Alkali Base
Alkalinity of
treated with

HOTS in chemistry Taber (2002)

35
treated with
 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

HOTS in chemistry 36
 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)

HOTS in chemistry 37
 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
HOTS in chemistry 38
 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 39
An example of concept map inin chemistry
HOTS the training period 40
 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) ?

HOTS in chemistry 41
 Evaluation of concept maps:
Quantitative assessment

Scoring rubric (modified from Mason, 1992)

No effort Poor Fair Good Excellent

0 1 2 3 4
Number of concepts

Focal concepts

Propositions

Validity of linkages

HOTS in chemistry 42
 Evaluation of concept maps:
Quantitative assessment

Basics for determining the level of adherence

No effort Poor Fair Good Excellent

0 1 2 3 4
Number of concepts too few or too many concepts vs. only the major concepts
misses the major foci vs. hierarchically indicates the
Focal concepts
major foci
Propositions propositional links are vague or missing vs. explicit
Validity of linkages inaccurate linkages vs. accurate linkages

HOTS in chemistry 43
 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
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Learning Strategy and Deep Processing

Questioning (Bloom’s Taxonomy &

Marzano’s Dimensions of Learning)
Learning Diaries, Self-Generated Questions,
and Reflection

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Asking higher-level Questions

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 Bloom’s taxonomy of cognitive levels

To recall facts: 1. Knowledge

2. Comprehension
Define the term ‘rusting’.
3. Application
State two substances that are
needed for rusting to occur. 4. Analysis
5. Synthesis
6. Evaluation

HOTS in chemistry 47
Bloom’s taxonomy of cognitive levels

To understand the meanings 1. Knowledge

/ organize facts:
2. Comprehension

Explain why rusting of iron 3. Application

nail occurs faster in salt 4. Analysis
solution than in tap water.
5. Synthesis
6. Evaluation

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Bloom’s taxonomy of cognitive levels

To use (apply) facts, rules or 1. Knowledge

principles:
2. Comprehension
Suggest a metal that is used to 3. Application
protect underground steel pipes.
Explain your choice. 4. Analysis
Calculate the e.m.f. of the 5. Synthesis
rusting process from the
electrode potentials of half 6. Evaluation
reactions.
HOTS in chemistry 49
Bloom’s taxonomy of cognitive levels

To break down the whole 1. Knowledge

into it component parts:
2. Comprehension

Can you distinguish between 3. Application

tin-plating and zinc-plating to 4. Analysis
prevent iron cans from rusting?
5. Synthesis
6. Evaluation

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Bloom’s taxonomy of cognitive levels

To put parts together into a 1. Knowledge

new whole
2. Comprehension

Design an experiment to show 3. Application

that oxygen is essential to 4. Analysis
cause rusting.
5. Synthesis
6. Evaluation

HOTS in chemistry 51
 Bloom’s taxonomy of cognitive levels

To justify the value or merits 1. Knowledge

of an idea/problem
2. Comprehension

Discuss the effects of rusting on 3. Application

social, economic and 4. Analysis
environmental aspects of a
society. 5. Synthesis
6. Evaluation
• Construct higher-level questions  HOTs
HOTS in chemistry 52
Marzano’s Dimensions of Learning -
Questions for Different Thinking Skills
Acquire and Integrate Knowledge
Construct meaning - How does X relate to something you
already know?
Extend and Refine Knowledge
Compare - 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?

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 Marzano’s Dimensions of Learning

Use knowledge meaningfully

Decision 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..

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 Learning Diaries
From Teacher Questions to Student-Generated
Questions

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 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
the relationships between them?
 What is the main thing I have to do or find out? What
is the aim of this experiment?

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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?

HOTS in chemistry 57
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?

HOTS in chemistry 58
Computer-Supported Collaborative
Learning

HOTS in chemistry 59
 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

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HOTS in chemistry 61
HOTS in chemistry 62
 Related websites to KF

http://www.knowledgeforum.com

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

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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

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Group work
&
break

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 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

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HOTS in chemistry 67