Higher and lower-order cognitive skills : The case of chemistry
| dc.contributor.author | Zoller, U. | en |
| dc.contributor.author | Tsaparlis, G. | en |
| dc.date.accessioned | 2015-11-24T16:38:55Z | |
| dc.date.available | 2015-11-24T16:38:55Z | |
| dc.identifier.issn | 0926-7220 | - |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/8101 | |
| dc.rights | Default Licence | - |
| dc.title | Higher and lower-order cognitive skills : The case of chemistry | en |
| heal.abstract | A major driving force in the current effort to reform science education is the conviction that it is vital for our students to develop their higher-order cognitive skills capacity in order to function effectively in our modem, complex science and technology-based society. In line with this rationale, this study focuses on the use of examinations for studying student performance in chemistry examination on items that require higher-order cognitive skills (HOCS) or lower-order cognitive skills (LOCS). This usage of examinations is explored and demonstrated via "�post-factum"� data analysis of two case studies: the General Examination (in chemistry) and the Panhellenic Chemistry Competition administered natinally in Greece for secondary-school graduates in 1991. The main findings were: (a) students performed considerably lower on questions requiring HOCS than on those requiring LOCS; (b) performance on questions requiring HOCS may not correlate with that on questions requiring LOCS for which affective factors, LOCS-orientation in teaching and the extent of prior examination preparation may be responsible; and (c) examinations that contain intems of both types can be effectively used to identify HOCS- and LOCS- students within various contexts of chemistry teaching. Based on the above and previous related studies, the fostering of students' HOCS by appropriate teaching and assessment trategies is advocated. | en |
| heal.access | campus | - |
| heal.fullTextAvailability | TRUE | - |
| heal.identifier.primary | 10.1007/BF02463036 | - |
| heal.identifier.secondary | http://link.springer.com/article/10.1007%2FBF02463036 | - |
| heal.journalName | Research in Science Education | en |
| heal.journalType | peer reviewed | - |
| heal.language | en | - |
| heal.publicationDate | 1997 | - |
| heal.publisher | Kluwer Academic Publishers | en |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείας | el |
| heal.type | journalArticle | - |
| heal.type.el | Άρθρο Περιοδικού | el |
| heal.type.en | Journal article | en |
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