HOTs dalam Pengajaran dan

  2012

  Pada akhir sesi ini, guru dapat: dalam Sains,

HOTs

• menerangkan

• • pendedahan awal tentang pelaksanaan

  dalam Pengajaran dan

  HOTs Pembelajaran (PdP)

  

Sesi taklimat ini mengandungi DUA komponen:

1) Penerangan & Perbincangan 2) Perbengkelan

  

CRITICAL

SKILLS

Communication Collaboration Problem Solving Information Literacy Creativity & Innovation Responsible Citizenship

  Apakah LOTs dalam Sains?

  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.

  

Schmalz (1973)

LOT tasks requires a student “… to recall a

fact, perform a simple operation ,

or solve a familiar type of problem.

It

  DOES NOT require the student to work

outside the familiar”

Thompson 2008

  

generally characterized LOT as solving tasks

while working in familiar situations and contexts; or, applying algorithms already familiar to the student

  .

Senk, Beckman, & Thompson (1997)

  LOT is involved when students are solving

tasks where the solution requires applying a

w e l l - k n o w n a l g o r i t h m , often with

  NO

justification, explanation, or proof

required, and where only a single correct answer

is possible

  Apakah HOTs dalam Sains? Resnick (1987) characterized higher-order thinking (HOT) as

  “non- algorithmic.” Stein and Lane (1996)

describe

  HOT as “the use of

complex,

non-algorithmic thinking to solve a task in which there is

  NOT a predictable

  , well-rehearsed approach or

pathway explicitly suggested by the task, task instruction,

or a worked out example

  .” Senk, et al (1997) characterized as HOT solving

  where no algorithm has been taught, where

  tasks

  are required, and

  justification or explanation

  where may be

  

more than one solution

possible.

  generally characterized involves

Thompson (2008)

  HOT

  where an algorithm has not been taught or

  solving tasks

  using while working in unfamiliar contexts

  known algorithms or situations.

  

“Higher-order” questions promote learning

because these types of questions require

students to apply, analyze, synthesize, and

evaluate information instead of simply

recalling facts.

  

Creating - generating of new ideas, products or

(menjana idea, produk atau cara ways of viewing things baharu) Evaluating - justifying a decision or action (mewajarkan keputusan atau tindakan) Analising

• – seeing patterns and classifying information, concepts and theories into

  (mengenalpasti corak dan menggelas component parts maklumat, konsep dan teori kepada komponen)

Applying - using information in another familiar

  (menggunakan maklumat dalam satu situasi lain) situation Understanding - explaining ideas or concepts (menerangkan idea atau konsep) (mengingat

  Remembering - recalling information

• Penggunaan kata kerja seperti membuat

  inferens, mewajarkan, menaakul

dalam HP/SP bermaksud ia memerlukan HOTs.

• Secara amnya
• Walau bagaimanapun LOTs dalam HP/SP

  seperti ‘menerangkan…’ juga boleh di capai melalui aktiviti HOTs

  HOTs adalah dari aplikasi ke atas.

  

  MENGAPA HOTs dalam SAINS? Menghasilkan modal insan yang cerdas, kreatif dan inovatif bagi memenuhi cabaran abad ke-21 agar negara mampu bersaing di persada dunia.

  If we want students to develop the capacity to think, reason, and problem solve then we need to

start with

high-level, complex tasks. cognitively

  Stein & Lane 1996

   kepada hafalan

• Berubah daripada amalan yang mendalam.

  pemahaman menganalisa, dengan

• Meningkatkan tahap kesedaran

  menyelesaikan masalah dan menilai serta mencipta penyelesaian dan penemuan

• Belajar mewajarkan
• Konsep sains boleh dipelajari dengan berkesan melalui HOTs.

  memerlukan HOTs .

  

Bagaimana meningkatkan

penguasaan HOTs dalam

kalangan murid dalam Sains?

• berfikir

  bagi mencungkil idea

• menyoal

  murid

• Memotivasi murid

  aktiviti hands-on

• menekankan
• mengubah jenis tugasan

  untuk pembelajaran

• mentaksir

   secara berkesan

  1. Memastikan setiap murid melibatkan diri secara aktif dalam PdP.

  2. Memberi peluang murid berbincang, bertanya dan memberi pendapat.

  3. Mempelbagaikan strategi.

  4. Mengemukakan soalan membina, memimpin, terbuka serta menggalakkan penaakulan serta Menggalakkan pemikiran kritis, kreatif dan inovatif

  Inkuiri dalam Sains

• Murid belajar konsep sains

  berdasarkan yang penemuan mereka sendiri peroleh.

• Inkuiri berlaku apabila terdapat

  kaitan antara konsep sains dengan soalan yang murid kemukakan dan mereka mencari jawapan melalui

  Murid: dengan melalui aktiviti

• Belajar berkesan hands on dan berasaskan inkuiri.

• • Seronok menyelesaikan masalah yang bermakna

• Memberi respon kepada soalan yang bermakna

  berbanding galakan

• Belajar lebih baik melalui

  hukuman

• Melihat dunia dari kaca mata mereka

• • Memahami idea berkembang secara berperingkat

  dan berurutan

  

Murid apabila diberikan masalah luar dari

teruja

kebiasaan, ketidakpastian, persoalan atau dilema.

  Belajar secara hands-on

  Penyoalan HOTs menghasilkan kefahaman yang mendalam untuk

  membolehkan mereka meng kannya aplikasi

  Inkuiri dalam situasi yang .

  Contoh Soalan TIMSS

  

TIMSS is assessing student

learning in particular topics.

• What should the student know ?

  be able to do?

(What cognitive processes does this item require a student to

demonstrate?)

  

( what knowledge does this item allow a student to show? )

• What should the student

  Soalan LOTs and HOTs

  3 Rajah di bawah menunjukkan 2 blok di dalam 1000 cm air dan jadual di bawah menunjukkan ketumpatan bahan X dan Y Jadual

  Bahan Isipadu Jisim Ketumpatan Rajah _{3 3}

  (cm ) (g) (g/cm ) Bongkah

  8

  2

  0.25 X Bongkah

  8

  16

  2 Y Air 1000 1000

  1

  1. Apakah ketumpatan bongkah X?

  2. Apakah ketumpatan bongkah Y?

  LOTS

  3. Perihalkan keadaan bongkah X dan Y di dalam air.

  HOTS

  4. Berikan satu inferens mengenai kedudukan bongkah X di dalam air.

  HOTS

  5. Ramalkan keadaan bongkah Z di dalam 3. air jika ketumpatan Z ialah 0.8g/cm

  LOTS

  1. Apakah ketumpatan bongkah X?

  3 0.25 (g/cm )

  2. Apakah ketumpatan bongkah Y?

  LOTS

  3 2 (g/cm )

  3. Perihalkan keadaan bongkah X dan Y di

  LOTS dalam air.

  Bongkah X timbul manakala bongkah Y tenggelam

  4. Berikan satu inferens mengenai kedudukan bongkah

  HOTS X di dalam air.

  Ketumpatan X kurang tumpat daripada air HOTS

  5. Ramalkan keadaan bongkah Z di dalam air jika 3. ketumpatan Z ialah 0.8g/cm

  Bongkah Z akan berada di tengah antara bongkah X dan bongkah Y

SOALAN LOTs VS. HOTs SOALAN LOTs

  SOALAN HOTs • Tidak memerlukan • Memerlukan tahap pemikiran pada aras tinggi.

  murid untuk • Meningkatkan kemahiran menaakul. menggunakan

• Jawapan dan prosedur yang perlu digunakan kemahiran berfikir tidak serta merta jelas.

  pada aras tinggi.

• Menggalakkan lebih daripada satu cara
• Operasi yang perlu penyelesaian dan strategi.

  digunakan adalah jelas.

• Terdapat lebih daripada satu jawapan.
• Berupaya membentuk murid yang kreatif dan inovatif
• Memerlukan masa yang mencukupi untuk diselesaikan.
• Menggalakkan perbincangan dalam kumpulan dalan mendapatkan penyelesaian.

  Apakah tahap soalan ini?

  #1. In living things, large and complex molecules are broken down into small and simple molecules.

  What is this process called? A Excretion B Absorption C Digestion D Circulation

  Domain: Knowing

  #2. Explain how soil is formed.

  

Domain: Knowing

  #2. Explain how soil is formed.

  #3. The colour of an object such as an apple is the same as the colour of the light waves A. that travel through the object

  B. that are absorbed by the object

  C. that are reflected by the object

  D. that travel around the object Domain: Applying

  #4. Keith had influenza. He played a game with two friends. One of his friends caught . influenza but the other did not What could have been the reason why one of his friends did NOT catch influenza?

  Domain: Applying

  

Sarah fell off her bicycle and spilled the bag of salt she was carrying. She

collected the salt off the ground together with the sand and tree leaves and

put the mixture in a plastic bag.

  In the table below, describe the steps used by Sarah to separate the salt from the mixture of salt, sand and leaves. State a reason for doing each step. The

first step has been done for you.

  Step Description of step Reasons for carrying out the step

  1

  2

  3

  Contoh Soalan PISA

  

Give one reason why it is recommended that young

children and old people, in particular, should be vaccinated against influenza (flu).

  

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  Full Credit Code 1: Responses referring to young and/or old people having weaker immune systems than other people, or similar.

  Scoring Comment: The reason(s) given must refer to young or old people in particular

• – not to everyone in general. Also, the response must indicate, directly or indirectly, that these people have weaker immune systems than other people
• – not just that they are generally “weaker”.
• These people have less resistance to getting sick.
• The young and old can’t fight off disease as easily as others.
• They are more likely to catch the flu.
• If they get the flu the effects are worse in these people.
• Because organisms of young children and older people are weaker.
• Old people get sick more easily.

  No Credit Code 0: Other responses.

• So they don’t get the flu.
• They are weaker.

  

Sediakan soalan HOTs rangsangan yang

diberikan.

  Bentangkan.

  1. Adakan taklimat dalaman di sekolah masing-masing kepada semua guru Sains dan Matematik.

  2. Gunakan aturcara dan tempoh masa taklimat seperti yang diterima.

  3. Semua guru Sains & Matematik menggunakan soalan HOTS dalam pdp.

  4. Guru Sains dan Matematik Tingkatan 1 perlu mula

menyediakan murid untuk Gerak Gempur HOTsSM pada Jun

dan Oktober 2013 dan 2014 untuk persediaan murid ke TIMSS 2014 dan PISA 2015.

  

5. Soalan dan skema pemarkahan Gerak Gempur akan disediakan

secara berpusat dan pelaporan disediakan.

  Terima Kasih