 |
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
 |
|
|
Conference theme: Strategies and Innovations in Teaching and Learning
Title: Even foundation level students can get the HOTS for science!
R. W. Hollingworth and C. McLoughlin
Abstract
Teaching in the sciences has been characterised in the past by an over-emphasis
on content and instructivist pedagogy. This is now changing with the realisation
of the importance of generic transferable skills, which are needed by university
graduates when they enter the workforce and face real-world, complex interdisciplinary
problems. This paper considers the development of higher-order thinking skills
(HOTS) specifically in the context of the teaching of first-year chemistry.
A number of current approaches to teaching practice are noted, with a focus
on pedagogies and design principles that have been successful in developing
reasoning and problem-solving skills. Particular attention has been paid to
the design of a distance learning course in foundation level chemistry, which
incorporates active learning, challenging assessment tasks and self-directed
learning, which enhance the development of higher order thinking skills.
Back