Higher Order Thinking Skills

(HOTS) in Teaching & Learning

of Physics

Chong Weng Sung

SMK St. Michael
Ipoh

What is HOT in Science ?

Thompson (2008)
HOT involves solving tasks
where an algorithm has not
been taught or using known
algorithms while working in
unfamiliar contexts or situations

What is LOT in Science ?

Resnick (1987)

Lower-order thinking (LOT) is

often characterized by the recall of
information or the application of
concepts or knowledge to familiar
situations and contexts

Evolution of HOTS
Taxonomy of Cognitive Objectives
By Benjamin Bloom-1950s
Bloom
Provides a way to organize thinking skills into 6
levels, from basic to complex levels of thinking
(Revised by Lorin Anderson-1990s)

Blooms Taxonomy (Revised)

Creating - generating of new
ideas, products or ways of
viewing things
Evaluating - justifying a
HOTS
decision or action
Analizing -seeing patterns and
classifying information, concepts
and theories into component parts
Applying - using information in
another unfamiliar situation
Understanding - explaining
ideas or concepts
Remembering - recalling infor.

The Importance of HOT

To produce smart,
smart creative and innovative
manpower to face the challenges in the
21st century
If we want students to
develop the capacity to
think,
think reason,
reason and
problem solving then we
need to start with highlevel, cognitively
complex tasks.
Stein & Lane 1996

Trends in International Mathematics and Science

Study (TIMSS)
International Association for the
Organizer Evaluation of Educational
Achievement (IEA)
Obtain data in education to improve
Objectives policy and teaching & learning of
maths and scinece

TIMSS
Period

Target

4 years once since 1995

Malaysia participated since 1999

Year 4 & Form 2 students (Gred 8)

Malaysia only Form 2 students

Achievement of Malaysia in TIMSS

(Trend in International Maths & Science
Study)

1999

2003

2007

2011

Maths
16/38
(519)
Science
22/38
(492)

Maths
10/45
(508)
Science
20/45
(501)

Maths
20/49
(474)
Science
21/49
(471)

Maths
26/64
(440)
Science
32/64
(426)

Less than 500 Unsatisfactory Achievement

Programme for International Student Assessment

(PISA)
Organisation for Economic
Organizer Co-operation and Development
(OECD)

Objectives

Evaluate students literacy in

science, maths and reading to
determine the mastering level of
knowledge and skills

Period

3 years once since 2000

Malaysia participated since 2009

PISA

Target

Students aged 15+

Irrespective of Gred /Form

Achievement of Malaysia in PISA -2009

(Programme for International Student Assessment)
China

Spore Fland

UK

Thai

Msia

Shanghai

Reading

25

53

55

Maths

28

52

57

Science

1
(573)

4
2
16
51
52
(542) (554) (514) (425) (422)

OECD Average - 501 International Average 463

Malaysia Ranking in Science : 52/74

Achievement of Malaysia Students in PISA 2009

Malaysia 52/74
1.China - 575
45.Serbia 443
2.Finland - 554
46.Bulgaria 439
3.Hong Kong-549 47.UAE 438
4.Singapore - 542 49.Romania 428
5.Japan - 539
50.Uruguay 427
6.Korea 538
51.Thailand 425
7.N. Zealand - 532 52. MALAYSIA - 422
8.Canada - 529
53.Venezula 422
9.Estonia - 528
54.Mauritius 417
10.Australia - 527 55.Mexico 416

66.Indonesia 383
67.Qatar 379
68.Panama 376
70.Georgia - 373
71.Peru 369
74. India -325

Examples of Activities that Promote HOTS

Evaluate
Distinguish
Demonstrate
Problem Solving By Applying A Rule
Construct / Design
Identify

Evaluate
Which logic gate is most suitable for the
following circuit ?
Window
Sensor

P
Logic
Gate

Door
Sensor

P & Q : Close = 0
Open = 1
R: Alarm Off = 0
Alarm On = 1

Alarm
Buzzer

Distinguish
Q & A / Hands on
Compare the temperature after 5 minutes
Compare the quantity of heat of water in glass
P and Q
State the relationship between the mass and
the quantity of heat of water

Demonstrate
Demonstrate the direction of motion of the wire
in the following setup

Problem Solving By Applying A Rule

How to make the hard boil egg enter the conical
flask?
How to make the egg float in water?

Construct / Design
Build a prototype of solar car for the district
level competition

Identify
Identify the variables for the following situation

Importance of HOT Questions

Higher-order questions promote learning
because these types of questions require
students to apply,
apply analyze,
analyze create,
create and
evaluate information instead of simply
recalling facts.

Asking Questions that Invite HOTS

The key words used and the type of questions asked
may aid in the establishment and encouragement of
HOTS
How would you fix a dented ping pong ball?
(Using what you have learnt in gas law)

Applying

Ali carried out an experiment to determine the

specific heat capacity, c of aluminium using the setup
below. He found that the, c obtained is very much
bigger than the standard value. Observe the diagram
below to see anything wrong with his setup, how this
problem can be solved ?

Analysing

Which of the following radar system is the

most suitable to be installed at the airport ? Evaluating
Radar
system

Diameter of
the
parabolic
dish

10

12

Distance of
the signal
receiver
from the
centre of
dish

Sam
e as
the
focal
lengt
h

Less
than
the
focal
length

Same
as the
focal
length

Less
than the
focal
length

Types of
wave
transmitted

Micro Microwave
wave

Radio
Wave

Radio
Wave

How would you design an effective solar cooker

that can heat up the kettle fast?

Creating

Strategies For Enhancing

Higher Order Thinking
Use Visual Representation
Connect Concepts
Teach Inference
Teach Concept Mapping
Think With Analogies

Use Visual Representation

A picture is worth a thousand words. Students should be
encouraged to make a visual representation of what they are
learning. They should try to associate a simple picture with a
single concept.
Example : Formation of Catapult Field

Connect Concepts
Refresh what they already know. Compare the new to the
already known and link to new concept. Students will then
be in a better position to absorb new concept.
Electricity: refresh on idea of electrical charges, compare
current to electrical charges, flow of charges is current.

Teach Concept Mapping

Students should develop the habit of mapping all the
key concepts after completing chapter
Radioactivity
Atomic
Structure

Radioactive
Decay
unstable

nucleus

Radioisotope

Radioactive
Usage

Usage of
Radioisotope
Medicine
Agriculture, etc

Think With Analogies

Analogy between flow of current in a wire and flow
of water through a pipe
Pressure difference in water

Flow of water

Electrical potential
difference

Flow of electrical current

Rate of flow water
Rate of flow of charge
(i.e. current)

LOTS vs HOTS Question

Diagram below shows 2 blocks immerse in 1000 cm 3 water.
Table below shows density of material X and Y
Materia Volum Mass
l
e
(g)
(cm3)

Density
(g/cm3)

Block X

0.25

Block Y

16

Water

1000

1000

Block Z

Examples of HOTS and LOTS Questions

1. What is the density of block X?

LOT

2. What is the density of block Y?

LOT

3. State the situation of Block X and Y in

water.

LOT

4. Give an inference concerning the

position of Block X in water.

HOT

5. If Block Z is made of material Y with

dimension as shown and it is put into
water, predict why will happen.
Explain your answer.

HOT

Answers for LOTS and HOTS Questions

1. What is the density of block X?
0.25 (g/cm3)
2.What is the density of block Y?
2 (g/cm3)
3.State the situation of Block X and Y in water.
Block X floats and Block Y sinks
4.Give an inference concerning the position of
Block X in water.
Density of X is less than the density of
water
5.If Block Z is made of material Y with
dimension as shown and it is put into water,
predict why will happen. Explain your
answer.
Block Z will float, the weight is balanced
by the buoyant force

LOT
LOT
LOT
HOT

HOT

Key words for Questions

Level 1: Remembering - Exhibits previously learnt
material by recalling facts, terms, basic concepts and
answers.
Key words: who, what, why, when, where, which,
choose, find, how, define, label, show, spell, list,
match, name, tell, recall, select.
Level 2: Understanding - Demonstrating understanding
of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptions and stating main ideas.
Key words: compare, contrast, demonstrate,
interpret, explain, illustrate, outline, relate, translate,
summarize, show, classify.

Level 3: Applying - Solving problems by applying acquired

knowledge, facts, techniques and rules in a different way.
Key words: apply, build, choose, construct, develop,
make use of, organize, experiment with, plan, select,
solve.
Level 4: Analyzing - Examining and breaking information
into parts by identifying motives or causes; making
inferences and finding evidence to support generalizations.
Key words: analyze, categorize, classify, compare,
contrast, divide, examine, distinguish, list, relationships,
function, motive, inference, assumption, conclusion,
identify.

Level 5: Evaluating - Presenting and defending opinions by

making judgments about information, validity of ideas or
quality of work based on a set of criteria.
Key Words: choose, conclude, criticize, decide, defend,
determine, evaluate, judge, justify, measure, compare,
recommend, select, explain, importance, criteria, prove,
estimate.
Level 6: Creating - Compiling information together in a
different way by combining elements in a new pattern or
proposing alternative solutions.
Key Words: build, combine, construct, create, design,
develop, formulate, imagine, invent, make up, plan,
predict, propose, solve, modify, change, improve, adapt.

Assignment
Based on a SPM Physics topic, prepare 3
questions that can contribute to HOTS