Sce 3106: Thinking and Working Scientifically Group Members

SCE 3106: THINKING AND WORKING SCIENTIFICALLY
Group members:
1. Nur Adilah bt. Mohd Paiz

2. Nurul Ain bt. Mohd Yusof
3. Nuruljanna bt. Karton
TUTORIAL 1
By referring to the article “Higher Order Thinking”, discuss how we implement

HOTS in Primary Science Teaching.
Higher order thinking is used as a term to describe a number of related ideas, all
essentially held to be in contrast to rote learning, learning of facts, superficial thinking. It
is more focusing on engaging students in meaningful learning. By referring to the article
of “Higher Order Thinking” given, HOTS was implemented in Primary Science Teaching
through several ways.
1. Encouraging students to actively engage with ideas and evidence
This point emphasise that real learning is an active process that involves
students being challenged, and challenging each other, rather than accepting received
wisdom and practicing its application. It means that teachers should encourage students
to express their ideas, but to maintain a high standard of challenge and attention to
evidence based on scientific traditions. This is because, the combination of two ideas
that it is learning involves activity and engagement, and that scientific processes
fundamentally involve argument from evidence is hardly to be saperated in practicing
science classroom situation. Thus, Primary Science Teaching has implementing that
teachers should encouraging their students to actively engage their ideas with evidence.
Other than that, several ideas used in HOTS that has been implemented in Primary
Science Teaching can be simplified as below:
Student Centeredness
This idea emphasise that student’s ideas should be treated with respect and should not
be dictated by teachers. Teachers indeed should acknowledge their students, if they are
to learn and they must be given a measure of control over the ideas that are discussed.
Inquiry based learning
Science teaching and learning must be based on students actively exploring and
investigating and questioning. A related phrase often used in primary science education
is ‘hands-on, minds-on’ science. It is the ‘minds-on’ part that is referred to by this
Component.
Student autonomy or their responsibility in learning
This idea emphasise both the active and intentional nature of learning and the purpose
of schooling in promoting autonomous adults. It concern with student engagement with
ideas and with schooling.
Student-student interaction
Rich learning environment is based on the high quality of the student – student
dialogue.
Community
Engagement with ideas and evidence can be interpreted as a communal enterprise. It is

also linked to the social constructivism, or socio cultural theory.
Argumentation
Argumentation is ability to frame and respond to argument. It is characterised by

argument based on evidence.
Science processes and concepts of evidence
In Primary Science Teaching, it has always called as science process skills. It is a skill
which a student should master in practicing science. For an example, the skills are
including on how to do things like ‘sample biological data’, ‘control variables’, ‘set up
tables’, ‘deal with measurement error’ and etc.
2. Challenging students to develop meaningful understandings
Student conceptions
Students come to any science topic with prior ideas will often contradict the science
version of understanding, that can interfere with learning. The conceptual change
literature, will emphasises probes of understanding, and challenge activities.
Metacognition
This is simply means that students need to be helped to develop good learning habits,
and to monitor the adequacy of their own understandings.
Divergent thinking
It is the ability to use it to solve unexpected problems, or to generate a variety of related

ideas.
Pedagogical Content Knowledge (PCK)
It is essential for teachers to be knowledgeable themselves, so they can listen and

challenge. It is a form of knowledge needed on how students learn particular concepts
and also know the difficulties that they experience and the different ways they may
interpret the science idea.
3. Students are challenged to extend their understandings
Through HOTS, students are challenged to extend their understandings. This is also
implemented in Primary Science Teachings through:
 Reflection on tasks.
 Open questions for interpretive responses.
 Poses questions and hypothetical situations by teachers.
 Students are asked to represent their understandings in a variety of ways
including frequent open ended problems and explorations.
 Challenging students’ understandings, and encourages them to apply ideas to
unfamiliar situations.
 Stimulus materials provided.
 Historical case studies.
 Encouraging and supporting to construct their own responses to such questions.
 Open-ended problems or tasks are set that require divergent responses and
provide the opportunity for solutions of differing kinds to be developed.
 Encouraging students to examine critically and even challenge information
provided by the teacher, a textbook, a newspaper.
 Using sets of learning challenges by teachers that require students to analyse,
evaluate and create.
 Uses of higher order thinking tools when planning activities to allow for multiple
entry points and to develop higher order thinking skills such as synthesis,
evaluation.

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SCE 3106: THINKING AND WORKING SCIENTIFICALLY

1. Nur Adilah bt. Mohd Paiz

By referring to the article “Higher Order Thinking”, discuss how we implement

1. Encouraging students to actively engage with ideas and evidence

Inquiry based learning

Student autonomy or their responsibility in learning

Engagement with ideas and evidence can be interpreted as a communal enterprise. It is

Argumentation is ability to frame and respond to argument. It is characterised by

Science processes and concepts of evidence

2. Challenging students to develop meaningful understandings

It is the ability to use it to solve unexpected problems, or to generate a variety of related

Pedagogical Content Knowledge (PCK)

It is essential for teachers to be knowledgeable themselves, so they can listen and

3. Students are challenged to extend their understandings

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