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International Journal of Science Education Volume 27, 2005 - Issue 13
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RESEARCH REPORT

Assessing Teachers’ Pedagogical Knowledge in the Context of Teaching Higher‐order Thinking

Anat Zohar Hebrew University, IsraelCorrespondence[email protected]
&
Noa Schwartzer Hebrew University, Israel
Pages 1595-1620 | Published online: 09 Feb 2011

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Taotao Long, Guoqing Zhao, Xinyuan Li, Rongchi Zhao, Kui Xie & Yanyan Duan. (2022) Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education 42:2, pages 350-370.
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Engin Karahan, Mehmet Arif Bozan & Ahmet Oğuz Akçay. (2022) The Analysis of Prospective Counselors’ Instructional Designs to Develop Critical Thinking Skills. Educational Studies 58:1, pages 95-113.
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Liam Guilfoyle, Sibel Erduran & Wonyong Park. (2021) An investigation into secondary teachers’ views of argumentation in science and religious education. Journal of Beliefs & Values 42:2, pages 190-204.
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G. A. M. Saido, S. Siraj, D. DeWitt & O. S. Al-Amedy. (2018) Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy Delphi approach. International Journal of Science Education 40:8, pages 847-866.
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Stefannie de Sá Ibraim & Rosária Justi. (2016) Teachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programme. International Journal of Science Education 38:12, pages 1996-2025.
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Begoña Oliveras, Conxita Márquez & Neus Sanmartí. (2013) The Use of Newspaper Articles as a Tool to Develop Critical Thinking in Science Classes. International Journal of Science Education 35:6, pages 885-905.
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Ugur Kale & Pamela Whitehouse. (2012) Structuring Video Cases to Support Future Teachers’ Problem Solving. Journal of Research on Technology in Education 44:3, pages 177-204.
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Bracha Kramarski & Tova Michalsky. (2009) Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation 15:5, pages 465-485.
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Articles from other publishers (32)

Maya Shifra Resnick. (2023) Teachers' Presentation of Higher-Order Thinking Questions and Student Engagement: Missing out on HOT Opportunities. Thinking Skills and Creativity, pages 101412.
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Yongxiao Bai, Haili Liang, Chunxia Qi & Siyu Zuo. (2023) An Assessment of Eighth Graders’ Mathematics Higher Order Thinking Skills in the Chinese Context. Canadian Journal of Science, Mathematics and Technology Education 23:2, pages 365-382.
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Anat ZoharAnat Zohar. 2023. Scaling-up Higher Order Thinking. Scaling-up Higher Order Thinking 135 169 .
Anat Zohar & Galit Ben-Ari. (2022) Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking. Metacognition and Learning 17:3, pages 855-895.
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Esme Hacıeminoğlu & Nadire Gülçin Yıldız. (2022) Interdisciplinary Use of Argumentation among Religious Education and Philosophy Teachers-in-Training. Religions 13:5, pages 405.
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Aceng Kosasih, Tedi Supriyadi, Mokh Iman Firmansyah & Nan Rahminawati. (2022) Higher-Order Thinking Skills in Primary School: Teachers’ Perceptions of Islamic Education. Journal of Ethnic and Cultural Studies 9:1, pages 56-76.
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Frances Wijnen, Juliette Walma van der Molen & Joke Voogt. (2021) Measuring primary school teachers’ attitudes towards stimulating higher-order thinking (SHOT) in students: Development and validation of the SHOT questionnaire. Thinking Skills and Creativity 42, pages 100954.
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Charlotte Dignath. (2021) For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training. Metacognition and Learning 16:3, pages 555-594.
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Elif AKŞAM & Ali Yiğit KUTLUCA. (2021) OKUL ÖNCESİ ÖĞRETMENLERİNİN FEN ÖĞRETİMİ UYGULAMALARININ TEORİK VE PRATİK DOĞASININ KEŞFEDİLMESİEXPLORING THE THEORETICAL AND PRACTICAL NATURE OF PRESCHOOL TEACHERS' SCIENCE TEACHING PRACTICES. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 34:1, pages 386-435.
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Charlotte Dignath & Lara Sprenger. (2020) Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation. Frontiers in Education 5.
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José Manuel Montaño Hilario & Kira Padilla Martínez. (2020) Implementación de habilidades de argumentación y modelaje en la clases de química del bachillerato. Educación Química 31:2, pages 51.
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Mehmet Hilmi KOÇ. (2020) The relationship of self-efficacy of teaching thinking skills to effectiveness of classroom activities: A study on teachers. İlköğretim Online, pages 803-816.
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Simon Borg. (2018) Evaluating the Impact of Professional Development. RELC Journal 49:2, pages 195-216.
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Maria Limniou, Ian Schermbrucker & Minna Lyons. (2017) Traditional and flipped classroom approaches delivered by two different teachers: the student perspective. Education and Information Technologies 23:2, pages 797-817.
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Syh-Jong Jang & Meng-Fang Tsai. 2018. Teacher Training and Professional Development. Teacher Training and Professional Development 757 784 .
M. Akshir Ab Kadir. (2017) What Teacher Knowledge Matters in Effectively Developing Critical Thinkers in the 21 st Century Curriculum?. Thinking Skills and Creativity 23, pages 79-90.
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Renata Jonina, David Oget & Jacques Audran. 2017. TRIZ – The Theory of Inventive Problem Solving. TRIZ – The Theory of Inventive Problem Solving 85 104 .
Syh-Jong Jang & Meng-Fang Tsai. 2016. Handbook of Research on Applied Learning Theory and Design in Modern Education. Handbook of Research on Applied Learning Theory and Design in Modern Education 380 404 .
John K. Gilbert & Rosária JustiJohn K. Gilbert & Rosária Justi. 2016. Modelling-based Teaching in Science Education. Modelling-based Teaching in Science Education 253 262 .
Tova Michalsky & Bracha Kramarski. (2015) Prompting Reflections for Integrating Self-Regulation into Teacher Technology Education. Teachers College Record: The Voice of Scholarship in Education 117:5, pages 1-38.
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Martin Braund. (2014) Drama and learning science: an empty space?. British Educational Research Journal 41:1, pages 102-121.
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Bracha Kramarski & Tova Michalsky. 2015. Technological Pedagogical Content Knowledge. Technological Pedagogical Content Knowledge 89 112 .
Marina Miyuko Akutagawa Tacoshi & Carmen Fernandez. (2014) KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS. Problems of Education in the 21st Century 62:1, pages 124-147.
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Eulsun Seung, Soonhye Park & Jinhong Jung. (2013) Exploring Preservice Elementary Teachers’ Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection. Research in Science Education 44:4, pages 507-529.
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Ömer Acar. (2014) Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course. Learning and Individual Differences 30, pages 148-154.
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Vesna Ferk Savec & Katarina S. Wissiak Grm. 2014. Learning with Understanding in the Chemistry Classroom. Learning with Understanding in the Chemistry Classroom 375 395 .
Anat Zohar. (2013) Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity 10, pages 233-249.
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Martin Braund, Zena Scholtz, Melanie Sadeck & Robert Koopman. (2013) First steps in teaching argumentation: A South African study. International Journal of Educational Development 33:2, pages 175-184.
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Tova Michalsky. (2012) Shaping self‐regulation in science teachers' professional growth: Inquiry skills. Science Education 96:6, pages 1106-1133.
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Bracha Kramarski & Tova Michalsky. (2010) Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction 20:5, pages 434-447.
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Bracha Kramarski & Tali Revach. (2009) The challenge of self-regulated learning in mathematics teachers' professional training. Educational Studies in Mathematics 72:3, pages 379-399.
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Anat Zohar. (2008) Teaching thinking on a national scale: Israel's pedagogical horizons. Thinking Skills and Creativity 3:1, pages 77-81.
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