DOI: 10.5176/2251-3566_L316.52
Authors: Wannakarn Likitrattanaporn
Abstract: This study investigated Thai undergraduate students' higher-order thinking. The purposes of this investigation were to develop the activities for enhancing the students’ higher order thinking as well as to develop the rubrics for assessing the levels of the students’ thinking. Bloom’s Taxonomy of the cognitive domain was applied as a frame work for creating teaching activities and assessments. Teaching techniques and activities were applied e.g. teaching through questioning, asking the students to do concept mapping, brainstorming after watching a VDO or YouTube as well as conducting a discussion activity, a presentation activity and learning by doing. The subjects of the study were 28 students. The open-ended questions used as the research instrument for eliciting the students' thinking and the adapted analytical rubrics used to assess the levels of the students’ thinking were created. The data were collected and statistically analyzed into percentages. It was discovered that 57 {6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465} of the students are categorized as the higher-order thinkers. 18 {6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465} of the students are between the higher-order thinkers and lower-order thinkers. 25{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465} of the students are categorized as the lower-order thinkers. It can be revealed that 75 {6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465} of the students improve their thinking skills, if it is compared to the informal pretest. It can also be indicated that varieties of teaching techniques and activities handled in this investigation can be used effectively for enhancing the students' higher-order thinking.
Keywords: Bloom’s Taxonomy; higher-order thinking; activities ; assessment ; rubrics
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