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Thinking styles of students and higher order thinking skills are important aspects of teaching and learning process. The purpose of this study was to investigate the relationship between thinking styles and higher order thinking skills (HOTS) of secondary school students and also to find the gender-wise difference in the nature of this relationship. The population of this study was male and female chemistry students of grade 9 in Tehsil Rawalpindi. Random sampling technique was used to select the sample. The data were obtained using the Convergent and Divergent Test and Achievement Test of Chemistry; developed in the light of Bloom Taxonomy. A quantitative research method was used for collection, interpretation and analysis of data. According to results, the relationship between convergent thinking style and higher order thinking skills of students was negligible. However, the strength of this correlation between divergent thinking style and higher order thinking skills of students is positive. Therefore, the understanding of student’s thinking styles can serve as initial guide in developing more effective and conductive teaching and learning environment for mastering higher order thinking skills (HOTS).

There are three purposes of this study. 1) to develop student worksheets based on Higher Order Thinking Skills (HOTS); 2) to test the feasibility of developed student worksheets, and 3) to analyse student assessments of developed worksheets. This research is a research and development (R&D). The development model is ADDIE which consists of 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. The study was conducted at SMP Negeri 1 Karanganyar in the academic year of 2018/2019. Data collection was obtained through observation, interviews, documentation, and questionnaires. Data analysis techniques used was critical analysis and comparative descriptive analysis. The results of the research were 1) This research and development had produced a worksheet based on HOTS on the subject of algebra; 2) Student worksheets developed were declared valid by experts and education practitioners, and 3) The results of the students' responses showed that the student worksheets that had been developed were interesting and the questions of HOTS presented were quite challenging to solve. Thus, students' worksheets based on developed HOTS were suitable to be used in mathematics learning.

This study investigated how questioning strategies impact language learner performance. Specifically, it explored how questioning strategies influence (i) verb production and subject–verb agreement in the target language, and (ii) learner confidence in completing tasks without translation software. Sixty‐eight novice language learners enrolled in a high school Spanish I course participated. The students were divided into two groups. After a pretest, one group completed an activity with divergent (open‐ended) questions, while the other group did the same activity with contingent (either/or) questions. Participants then completed a posttest and rated their temptation to use translation software. Writing on the pre‐ and posttests was evaluated for verb production, verb conjugation, and subject–verb agreement. Results show that as compared with divergent questions, contingent questions (i) help students produce significantly more conjugated verbs and more accurate subject/verb agreement, and (ii) significantly reduce the temptation to rely on translation software. The Challenge Teachers of novice language learners use yes/no and either/or questions (contingent questions) to scaffold student responses, but educational research promotes asking open‐ended (divergent) questions to promote higher order thinking. Which questions are more beneficial? Can contingent questions increase student confidence and reduce the temptation to use translators?

Purpose:The study aimed at investigating the prevalence and characteristics of classroom practices geared at promoting higher-order social studies thinking, and the potential dilemma for teachers between focusing on explaining knowledge to and intellectually challenging students.Design/methodology/approach:A comparative design using data from naturalistic classroom observations of 80 social studies lessons in Denmark, Norway, and Sweden. We deployed the PLATO observation system to systematically measure intellectual challenge and the conceptual complexity of teacher explanations across the three countries.Findings:We found evidence that many teachers promoted higher-order thinking to varying degrees within and across the three countries. Furthermore, Danish, Norwegian, and Swedish teachers seemed to focus on different teaching practices related to higher-order thinking.Practical implications:These findings provide important empirical knowledge about naturally occurring classroom practices in the Nordic context that may be relevant for teachers to reflect on higher-order thinking in social studies.

Teaching and learning at the university level pays special attention to developing higher order thinking skills (HOTS), where portfolio assessment can play an important role. However, research on portfolio assessment mainly focuses on writing skills development. They hardly focus on portfolio assessment for developing higher order thinking skills in writing. Adopting a qualitative case study, this research explores the effectiveness of portfolio assessment in developing HOTS among Bangladeshi undergraduate students in English as a Foreign Language (EFL) writing classes. Data were collected through portfolio folders, classroom observations, and semi-structured interviews of eight first-year undergraduate students who participated in a 3-day-long workshop on argumentative writing at a private university in Bangladesh. The data revealed that portfolio assessment enhanced students’ analysis, synthesis, and evaluation skills as they progressed through successive drafts. These skills were seen to be developed simultaneously in the same draft. Portfolio assessment created a socially rich and cognitively demanding learning environment, where students engaged in continuous feedback, reflection, self-assessment, and negotiation. Thus, by facilitating scaffolded support, encouraging active participation, and promoting self-regulated learning, portfolio assessment brought Vygotsky’s sociocultural theory into practical application in the EFL writing classroom. The study recommends wider adoption of portfolio assessment in EFL writing curricula, alongside targeted teacher training, to promote critical, reflective, and skill-oriented learning in higher education.

PBL is a learning model that focuses on students or student centers Learning development oriented to HOTS is a program developed as an effort of the ministry of education and culture through the directorate general teachers and education staff (DG GTK) in an effort to improve the quality of learning and improve quality, especially in the subjects of moral creed. The design of this study uses the type of research that is included in the field research category. Seen qualitatively from data input, process, output. This research was conducted at MTsN 1 Lima Puluh Kota. from March to June 2020. Data collection methods were obtained by in-depth interviews with 5 informants, and focus group discussions with 30 students. While data validation is done by source triangulation and method triangulation. The results showed that the implementation of HOTS with the PBL learning model especially in the subject of aqeedah morals was still not in accordance with the expectations or provisions provided by the central government. In terms of Inputs (Funds, Human Resources, Facilities) available in MTsN 1 Lima Puluh Kota in general already exist and are available but do not meet the needs in the field, in terms of the implementation process is only based on education unit level curriculum and program implementation manuals, the program budget is still minimal. The implementation of these activities is still constrained by means of funds and time so that the expected optimization of activities according to the instructions given by the government has not reached its objectives. Whereas in the output of learning tools are available and the value of students is mostly above the minimal completeness criteria madrasah. Based on the results of the study, it is suggested that MTsN 1 Lima Puluh Kota be able to facilitate madrasah facilities and infrastructure, conduct socialization about learning models to students. As well as continuous improvement of monitoring and evaluation, so that learning targets can be achieved according to needs.

Experiential learning (EL) is a high‐impact teaching practice. Despite this, it can be challenging to embed EL into educational curricula at scale due to resource constraints, such as the number of faculty members available to supervise research projects. Here we report on two distinct elective courses in a Pharmacology curriculum, both of which incorporate EL in different ways. The first course, Pharmacology and Toxicology in Society, involves community partnerships and a focus on harm reduction and drug misuse. The second course, Biomedical Incubator Capstone Project, includes student teams working as a simulated biotechnology startup. Our research questions were: (1) To what extent did students perceive gains in their skills in four domains: teamwork, career preparedness, critical thinking and problem solving, and application of theory to practice ? (2) Did student responses differ between the two EL courses? We surveyed students in both courses over three iterations to assess their perceived gains in skills across these four domains. Surveys contained both quantitative (Likert) elements and qualitative open‐ended questions. We conducted mixed methods analyses of student responses. Overall student responses were positive to Likert prompts (87%–96% either agreed or strongly agreed) exploring these domains. Thematic analysis of responses to open‐ended questions highlighted the transformative nature of EL experiences in both courses. Our work highlights the finding that strikingly different EL experiences can result in similar student perceptions of gains in teamwork, career preparedness, critical thinking and problem solving, and application of theory to practice. The work demonstrates the effectiveness of expanded opportunities for quality EL in Pharmacology programs and beyond.

One of the priorities in the European Higher Education area is the task of attracting young people wishing to engage in science and development of their creative potential. The aim is to promote the interest of children, young people and the public in researches and their application in business. Essential for young people's success are their critical thinking skills, knowledge application and problem-solving skills, as well as assessment skills. The article proposes a methodology for assessment of higher order thinking skills based on Bloom’s Taxonomy. It provides a mechanism for systematic assessment of diverse skills from different levels of Bloom's cognitive domain. It is suitable for training students who have ambitions to become highly qualified specialists - scholars, medics, pedagogues, economists, legal practitioners, criminologists, etc.

In the evolving landscape of higher education, challenges such as the COVID-19 pandemic have underscored the necessity for innovative teaching methodologies. These challenges have catalyzed the integration of technology into education, particularly in blended learning environments, to bolster self-regulated learning (SRL) and higher-order thinking skills (HOTS). However, increased autonomy in blended learning can lead to learning disruptions if issues are not promptly addressed. In this context, OpenAI's ChatGPT, known for its extensive knowledge base and immediate feedback capability, emerges as a significant educational resource. Nonetheless, there are concerns that students might become excessively dependent on such tools, potentially hindering their development of HOTS. To address these concerns, this study introduces the Guidance-based ChatGPT-assisted Learning Aid (GCLA). This approach modifies the use of ChatGPT in educational settings by encouraging students to attempt problem-solving independently before seeking ChatGPT assistance. When engaged, the GCLA provides guidance through hints rather than direct answers, fostering an environment conducive to the development of SRL and HOTS. A randomized controlled trial (RCT) was employed to examine the impact of the GCLA compared to traditional ChatGPT use in a foundational chemistry course within a blended learning setting. This study involved 61 undergraduate students from a university in Taiwan. The findings reveal that the GCLA enhances SRL, HOTS, and knowledge construction compared to traditional ChatGPT use. These results directly align with the research objective to improve learning outcomes through providing guidance rather than answers by ChatGPT. In conclusion, the introduction of the GCLA has not only facilitated more effective learning experiences in blended learning environments but also ensured that students engage more actively in their educational journey. The implications of this study highlight the potential of ChatGPT-based tools in enhancing the quality of higher education, particularly in fostering essential skills such as self-regulation and HOTS. Furthermore, this research offers insights regarding the more effective use of ChatGPT in education.

Critical thinking (CT) is widely regarded as an important competence to obtain in education. Students’ exposure to problems and collaboration have been proven helpful in promoting CT processes. These elements are present in student-centered instructional environments such as problem-based and project-based learning (P(j)BL). Next to CT, also higher-order thinking (HOT) and critical-analytic thinking (CAT) contain elements that are present in and fostered by P(j)BL. However, HOT, CT, and CAT definitions are often ill-defined and overlap. The present systematic review, therefore, investigated how HOT, CT, and CAT were conceptualized in P(j)BL environments. Another aim of this study was to review the evidence on the effectiveness of P(j)BL environments in fostering HOT, CT, or CAT. Results demonstrated an absence of CAT in P(j)BL research and a stronger focus on CT processes than CT dispositions (i.e., trait-like tendency or willingness to engage in CT). Further, while we found positive effects of P(j)BL on HOT and CT, there was a lack of clarity and consistency in how researchers conceptualized and measured these forms of thinking. Also, essential components of P(j)BL were often overlooked. Finally, we identified various design issues in effect studies, such as the lack of control groups, that bring the reported outcomes of those investigations into question.