This case-study aimed at examining whether training programme for teaching and learning in fostering Higher Order Thinking Skills (HOTS) enhances science teachers’ knowledge. Within a 36-hour, six-month pre-post experimental design, nine science teachers were undergone a series of HOTS training programme. By using an Inventory of Teaching and Learning in Fostering HOTS instrument, and comparing the scores in pre-post tests we have found that the all science teachers in the study showed a significant improvement on their knowledge in teaching and learning to foster HOTS. Our findings suggest that if science teachers purposely and persistently practice higher order thinking strategies there is a good chance for them to be competent in implementing active learning methods with a focus on teaching thinking.
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In-Text Citation: (Tajudin, Rahman, Tek, & Mansor, 2018)
To Cite this Article: Tajudin, N. M., Rahman, N. A., Tek, O. E., & Mansor, R. (2018). Impact of Fostering Higher Order Thinking Skills Training Programme on Science Teachers’ Knowledge. International Journal of Academic Research in Progressive Education and Development, 7(3), 453–464.
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