BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PELAJARAN MALAYSIA
Pada akhir sesi ini, guru dapat:
•
menerangkan
HOTs
dalam Sains,
•
pendedahan awal tentang pelaksanaan
HOTs
dalam Pengajaran dan
Sesi taklimat ini mengandungi
DUA
komponen:
1) Penerangan & Perbincangan
Resnick (1987)
Lower-order thinking (LOT)
is often characterized by therecall of information
or theapplication of concepts
or knowledgeSchmalz (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
Thompson 2008
generally characterized
LOT
as solving tasks
while
working in familiar
situations
and contexts; or, applying
algorithms already
familiar to the
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
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,
Senk, et al (1997) characterized
HOT
assolving
tasks
where no algorithm has been taught, wherejustification or explanation
are required, and wheremore than one solution
may be
possible.
Thompson (2008)
generally characterizedHOT
involvessolving tasks
where an algorithm has not been taught or usingknown algorithms
while working in unfamiliar contexts“Higher
-
order” questions promote learning
because these types of questions require
students to apply, analyze, synthesize, and
Creating - generating of new ideas, products or ways of viewing things (menjana idea, produk atau cara baharu)
Evaluating - justifying a decision or action
(mewajarkan keputusan atau tindakan)
Analising – seeing patterns and classifying information, concepts and theories into
component parts (mengenalpasti corak dan menggelas maklumat, konsep dan teori kepada komponen)
Applying - using information in another familiar situation (menggunakan maklumat dalam satu situasi lain)
Understanding - explaining ideas or concepts
(menerangkan idea atau konsep)
•
Penggunaan kata kerja seperti
membuat
inferens
,
mewajarkan
,
menaakul
dalam HP/SP bermaksud ia memerlukan HOTs.
•
Walau bagaimanapun LOTs dalam HP/SP
seperti
‘
menerangkan
…’
juga boleh di capai
melalui
aktiviti HOTs
•
Secara amnya
HOTs
adalah dari aplikasi ke
atas.
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,
cognitively
complex tasks.
•
Berubah daripada amalan
hafalan
kepada
pemahaman
yang mendalam.
•
Meningkatkan tahap kesedaran
dengan
menganalisa,
menyelesaikan masalah dan menilai serta mencipta
•
Belajar mewajarkan
penyelesaian dan penemuan
•
Konsep sains boleh dipelajari dengan berkesan melalui
HOTs.
Bagaimana meningkatkan
penguasaan HOTs dalam
•
berfikir
•
menyoal
bagi mencungkil idea
murid
•
Memotivasi murid
•
menekankan
aktiviti hands-on
•
mengubah jenis tugasan
•
mentaksir
untuk pembelajaran
22
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
berfikir pada aras tinggi.
Menggalakkan pemikiran kritis,
•
Murid belajar konsep sains
berdasarkan
penemuan
yang
mereka sendiri peroleh.
•
Inkuiri berlaku apabila terdapat
kaitan antara konsep sains dengan
soalan yang murid kemukakan dan
mereka mencari jawapan
melalui
Murid:
•
Memahami idea berkembang secara berperingkat
dan berurutan
•
Melihat dunia dari kaca mata mereka
•
Belajar lebih baik melalui
galakan
berbanding
hukuman
•
Memberi respon kepada soalan yang bermakna
•
Seronok menyelesaikan masalah yang bermakna
Inkuiri
KPS/KBSB
Penyoalan
HOTs
Murid
teruja
apabila diberikan masalah luar dari
kebiasaan, ketidakpastian, persoalan atau dilema.
Belajar secara
hands-on
menghasilkan kefahaman
yang mendalam untuk
membolehkan mereka
meng
aplikasi
kannya
TIMSS is assessing student
learning in particular topics.
•
What should the student
be able to do?
(What cognitive processes does this item require a student to demonstrate?)
•
What should the student
know
?
Rajah di bawah menunjukkan 2 blok di dalam 1000 cm
3air dan jadual di bawah menunjukkan ketumpatan
bahan X dan Y
Rajah
Jadual
1. Apakah ketumpatan bongkah X? 2. Apakah ketumpatan bongkah Y?
3. Perihalkan keadaan bongkah X dan Y di dalam air.
4. Berikan satu inferens mengenai kedudukan bongkah X di dalam air.
5. Ramalkan keadaan bongkah Z di dalam air jika ketumpatan Z ialah 0.8g/cm3.
LOTS
LOTS
LOTS
HOTS
1. Apakah ketumpatan bongkah X?
0.25 (g/cm3)
2. Apakah ketumpatan bongkah Y?
2 (g/cm3)
3. Perihalkan keadaan bongkah X dan Y di dalam air.
Bongkah X timbul manakala bongkah Y tenggelam
SOALAN LOTs SOALAN HOTs
• Tidak memerlukan murid untuk
menggunakan
kemahiran berfikir pada aras tinggi.
• Operasi yang perlu digunakan adalah jelas.
• Memerlukan tahap pemikiran pada aras tinggi.
• Meningkatkan kemahiran menaakul.
• Jawapan dan prosedur yang perlu digunakan tidak serta merta jelas.
• Menggalakkan lebih daripada satu cara penyelesaian dan strategi.
• 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.
#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
#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
#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?
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
Give one reason why it is recommended that young
children and old people, in particular, should be
vaccinated against influenza (flu).
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.
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.
