Development of an Instructional Model for Higher Order Thinking in Science among Secondary School Students: A Fuzzy Delphi Approach
Saved in:
| Title: | Development of an Instructional Model for Higher Order Thinking in Science among Secondary School Students: A Fuzzy Delphi Approach |
|---|---|
| Language: | English |
| Authors: | Saido, G. A. M., Siraj, S., DeWitt, D., Al-Amedy, O. S. |
| Source: | International Journal of Science Education. 2018 40(8):847-866. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Thinking Skills, Questionnaires, Science Instruction, Skill Development, Secondary School Students, Reflection, Science Process Skills, Grade 7, Delphi Technique, Specialists, Semi Structured Interviews, Models, Teaching Methods, Likert Scales, Evaluation Criteria |
| DOI: | 10.1080/09500693.2018.1452307 |
| ISSN: | 0950-0693 |
| Abstract: | It is important for science students to develop higher order thinking (HOT) so that they can reason like scientists in the field. In this study, a HOT instructional model for secondary school science was developed with experts. The model would focus on reflective thinking (RT) and science process skills (SPS) among Grade 7 students. The Fuzzy Delphi Method (FDM) was employed to determine consensus among a panel of 20 experts. First, semi-structured interviews were conducted among the experts to generate the elements required for the model. Then, a questionnaire was developed using a seven-point linguistic scale based on these elements. The defuzzification value was calculated for each item, and a threshold value (d) of 0.75 was used to determine consensus for the items in the questionnaire. The alpha-cut value of >0.5 was used to select the phases and sub-phases in the model. The elements in the model were ranked to identify the sub-phases which had to be emphasised for implementation in instruction. Consensus was achieved on the phases of the HOT instructional model: engagement, investigation, explanation, conclusion and reflection. An additional 24 learning activities to encourage RT skills and SPS among students were also identified to develop HOT skills in science. |
| Abstractor: | As Provided |
| Number of References: | 83 |
| Entry Date: | 2018 |
| Accession Number: | EJ1179043 |
| Database: | ERIC |
| Abstract: | It is important for science students to develop higher order thinking (HOT) so that they can reason like scientists in the field. In this study, a HOT instructional model for secondary school science was developed with experts. The model would focus on reflective thinking (RT) and science process skills (SPS) among Grade 7 students. The Fuzzy Delphi Method (FDM) was employed to determine consensus among a panel of 20 experts. First, semi-structured interviews were conducted among the experts to generate the elements required for the model. Then, a questionnaire was developed using a seven-point linguistic scale based on these elements. The defuzzification value was calculated for each item, and a threshold value (d) of 0.75 was used to determine consensus for the items in the questionnaire. The alpha-cut value of >0.5 was used to select the phases and sub-phases in the model. The elements in the model were ranked to identify the sub-phases which had to be emphasised for implementation in instruction. Consensus was achieved on the phases of the HOT instructional model: engagement, investigation, explanation, conclusion and reflection. An additional 24 learning activities to encourage RT skills and SPS among students were also identified to develop HOT skills in science. |
|---|---|
| ISSN: | 0950-0693 |
| DOI: | 10.1080/09500693.2018.1452307 |
