Impact of Fostering Higher Order Thinking Skills Training Programme on Science Teachers’ Knowledge

Abstract

This case-study aimed at examining whether training programme for teaching and learning in fostering Higher Order Thinking Skills (HOTS) enhances science teachers’ knowledge. Within a 36-hour, six-month pre-post experimental design, nine science teachers were undergone a series of HOTS training programme. By using an Inventory of Teaching and Learning in Fostering HOTS instrument, and comparing the scores in pre-post tests we have found that the all science teachers in the study showed a significant improvement on their knowledge in teaching and learning to foster HOTS. Our findings suggest that if science teachers purposely and persistently practice higher order thinking strategies there is a good chance for them to be competent in implementing active learning methods with a focus on teaching thinking.