Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia

The purpose of this research was to explore primary school teachers’ knowledge of higher order thinking (HOTS) and questioning skills. This was done because little is known about the level of teachers’ knowledge and skills in HOTS; and their knowledge and skills in questioning to stimulate HOTS. To...

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Main Authors:	Wan Yusoff, Wan Mazwati, Che Seman, Shamilati
Format:	Article
Language:	English
Published:	Human Resource Management Academic Research Society 2018
Subjects:	LB Theory and practice of education
Online Access:	http://irep.iium.edu.my/64883/ http://irep.iium.edu.my/64883/ http://irep.iium.edu.my/64883/ http://irep.iium.edu.my/64883/1/Teachers_Knowledge_HOTS%20IJARPED.pdf

id	iium-64883
recordtype	eprints
spelling	iium-648832018-07-31T03:21:01Z http://irep.iium.edu.my/64883/ Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia Wan Yusoff, Wan Mazwati Che Seman, Shamilati LB Theory and practice of education The purpose of this research was to explore primary school teachers’ knowledge of higher order thinking (HOTS) and questioning skills. This was done because little is known about the level of teachers’ knowledge and skills in HOTS; and their knowledge and skills in questioning to stimulate HOTS. To this end this paper employed exploratory case study to gain an in-depth understanding of this phenomenon in the actual setting so that the actual behaviour can be examined with minimum interference that may obstruct the reality. Nine primary school teachers were selected to be interviewed and observed. Semi-structured interview questions were used to collect data on teachers understanding of the concept of thinking and higher order thinking skills; and Likert- type checklist was used to gather data on the frequencies and types of questions teachers usually asked to promote thinking. Observations were conducted to validate the teachers’ responses regarding the frequencies and types of questions asked during teaching and learning sessions. The data gathered through interviews were analysed to determine the emerging themes. The findings revealed that the teachers failed to explain clearly the concept of thinking and thinking processes; and majority of teachers could not give satisfactory explanation of HOTS as critical and creative thinking. However, half of the teachers could list the subskills of HOTS according to Bloom’s Taxonomy. Data on teachers’ questioning skills revealed that they were familiar with questioning based on Bloom’s Taxonomy, however only half of the teachers practised asking HOTS questions based on Bloom’s Taxonomy. Human Resource Management Academic Research Society 2018-04 Article PeerReviewed application/pdf en http://irep.iium.edu.my/64883/1/Teachers_Knowledge_HOTS%20IJARPED.pdf Wan Yusoff, Wan Mazwati and Che Seman, Shamilati (2018) Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia. International Journal of Academic Research in Progressive Education and Development, 7 (2). pp. 45-63. E-ISSN 2226-6348 http://hrmars.com/hrmars_papers/Teachers_Knowledge_of_Higher_Order_Thinking_and_Questioning_Skills_A_Case_Study_at_a_Primary_School_in_Terengganu,_Malaysia.pdf 10.6007/IJARPED/v7-i2/4120
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Wan Yusoff, Wan Mazwati Che Seman, Shamilati Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia
description	The purpose of this research was to explore primary school teachers’ knowledge of higher order thinking (HOTS) and questioning skills. This was done because little is known about the level of teachers’ knowledge and skills in HOTS; and their knowledge and skills in questioning to stimulate HOTS. To this end this paper employed exploratory case study to gain an in-depth understanding of this phenomenon in the actual setting so that the actual behaviour can be examined with minimum interference that may obstruct the reality. Nine primary school teachers were selected to be interviewed and observed. Semi-structured interview questions were used to collect data on teachers understanding of the concept of thinking and higher order thinking skills; and Likert- type checklist was used to gather data on the frequencies and types of questions teachers usually asked to promote thinking. Observations were conducted to validate the teachers’ responses regarding the frequencies and types of questions asked during teaching and learning sessions. The data gathered through interviews were analysed to determine the emerging themes. The findings revealed that the teachers failed to explain clearly the concept of thinking and thinking processes; and majority of teachers could not give satisfactory explanation of HOTS as critical and creative thinking. However, half of the teachers could list the subskills of HOTS according to Bloom’s Taxonomy. Data on teachers’ questioning skills revealed that they were familiar with questioning based on Bloom’s Taxonomy, however only half of the teachers practised asking HOTS questions based on Bloom’s Taxonomy.
format	Article
author	Wan Yusoff, Wan Mazwati Che Seman, Shamilati
author_facet	Wan Yusoff, Wan Mazwati Che Seman, Shamilati
author_sort	Wan Yusoff, Wan Mazwati
title	Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia
title_short	Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia
title_full	Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia
title_fullStr	Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia
title_full_unstemmed	Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia
title_sort	teachers’ knowledge of higher order thinking and questioning skills: a case study at primary school in terengganu, malaysia
publisher	Human Resource Management Academic Research Society
publishDate	2018
url	http://irep.iium.edu.my/64883/ http://irep.iium.edu.my/64883/ http://irep.iium.edu.my/64883/ http://irep.iium.edu.my/64883/1/Teachers_Knowledge_HOTS%20IJARPED.pdf
first_indexed	2023-09-18T21:32:06Z
last_indexed	2023-09-18T21:32:06Z
_version_	1777412578940551168

Teachers’ knowledge of higher order thinking and questioning skills: A case study at primary school in Terengganu, Malaysia

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