Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy Delphi approach
Document Type
Article
Publication Date
1-1-2018
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.
Keywords
Higher order thinking, Fuzzy Delphi Method, reflective thinking, science process skills, instructional model
Divisions
Education
Funders
Fundamental Research Grant Scheme (FRGS), Ministry of Higher Education Malaysia [grant FP011-2014B]
Publication Title
International Journal of Science Education
Volume
40
Issue
8
Publisher
Taylor & Francis