Abstract
Teachers’ thinking in the context of instruction of higher order thinking skills is naturally embedded in their general thinking about teaching and learning. This chapter centers around two possible pedagogies for teaching higher order thinking: a traditional, transmission of knowledge pedagogy whose focus is the curriculum that needs to be taught, and a reform pedagogy whose focus is the construction of students’ knowledge and understanding.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Zohar, A. (2004). Two Possible Pedagogies for Teaching Higher Order Thinking: Transmission of Information Versus Knowledge Construction. In: Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Development. Science & Technology Education Library, vol 22. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-1854-1_8
Download citation
DOI: https://doi.org/10.1007/978-1-4020-1854-1_8
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1853-4
Online ISBN: 978-1-4020-1854-1
eBook Packages: Springer Book Archive