Search results for: Barak Moshe
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The article examine what teachers know and do regarding higher order thinking skills in teaching science. Semi structured interviews were collected with 11 experienced physics science teachers. The findings highlighted a diversity among the teachers in four areas: meta-strategic knowledge of the concept of higher-order thinking; practical utilization of instructional strategies related to fostering higher-order thinking in the classroom; beliefs about students' abilities to acquire higher-order thinking skills; and self-perception regarding teaching towards higher-order thinking.
Updated: Nov. 23, 2008