From algorithmic LOCS teaching to HOCS learning.

Autor/in	Zoller, Uri
Titel	From algorithmic LOCS teaching to HOCS learning.
Quelle	Aus: Ralle, Bernd (Hrsg.); Eilks, Ingo (Hrsg.): Quality in practice-oriented research in science education. Aachen: Shaker (2004) S. 125-135Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8322-3076-9
Schlagwörter	Unterrichtsforschung; Unterricht; Fachdidaktik; Naturwissenschaftlicher Unterricht; Asien
Abstract	The algorithmic teaching - to higher-order cognitive skills (HOCS) learning paradigm shift in science education is gaining momentum, worldwide. The ultimate goal is the development of students' capabilities of question-asking, decision-making, problem-solving, system (lateral) critical thinking and conceptualization, leading to evaluative thinking and transfer. The above requires appropriate practice-oriented research-based teaching strategies, and assessment methodologies in the disciplinary chemistry - interdisciplinary science, technology, environment, society (STES) interface contexts. The identification, development and implementation of these HOCS-promoting teaching and assessment strategies within traditional disciplinary chemistry/science and interdisciplinary STES courses, as well as in the context of the related research, constitute issues of major concern. Within our efforts to promote science students' HOCS, we have incorporated a formative and summative-type, practice-oriented research program, targeting at finding to what extent, and under what circumstances is `HOCS learning' attainable. Selected research-based `case studies' are presented and critically discussed in terms of what does/should this HOCS-promoting, practice-oriented research in science, chemistry and STES education take, particularly concerning the assessment of students' HOCS. Our research findings suggest that persistence on HOCS-promoting teaching and assessment is a precondition for attaining `HOCS learning'.
Erfasst von	Externer Selbsteintrag
Update	2007/1