Science teaching techniques associated with higher‐order thinking skills

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

Science teachers are encouraged to emphasize higher‐order thinking skills, but little is known about the use and relationships of teaching techniques related to these skills. This study reports on a recent survey in Minnesota designed to provide a picture of the instructional styles that are used by seventh and eighth grade science teachers. Further, the data were factor analyzed to identify underlying structure and the resulting factors were correlated to examine the relationships between the factors. Although relationships do exist, it appears that seventh and eighth grade science teachers are individualistic and diverse in their reported teaching technique preferences.

Original languageEnglish (US)
Pages (from-to)835-847
Number of pages13
JournalJournal of Research in Science Teaching
Volume27
Issue number9
DOIs
StatePublished - Dec 1990

Fingerprint Dive into the research topics of 'Science teaching techniques associated with higher‐order thinking skills'. Together they form a unique fingerprint.

Cite this