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Second International Handbook of Science Education pp 209–229Cite as

From Teaching to KNOW to Learning to THINK in Science Education

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Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

This chapter focuses on a contemporary central paradigm shift in science education worldwide: from Lower-Order Cognitive Skills (LOCS) teaching to know, to Higher-Order Cognitive Skills (HOCS) learning to think. This shift requires the development of science students’ capabilities of coping with the complex systemic problems of our world in the science-technology-environment-society (STES) interfaces’ context. Within the related conceptual framework presented here, the development of HOCS – including critical thinking, question asking, systemic thinking, evaluative thinking, decision making, problem solving and transfer – are particularly advocated and rationalized. In terms of how to do it, the transfer from the theory to practice is provided in the context of chemistry education, via both research- and practice-based HOCS-promoting teaching strategies and the corresponding assessment methodologies. Because evidence suggests that the above is doable, we believe it should be done.

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Authors and Affiliations

  1. Faculty of Science and Science Education, University of Haifa-Oranim, Kiryat Tivon, 36006, Israel

    Uri Zoller & Tami Levy Nahum

Authors
  1. Uri Zoller
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  2. Tami Levy Nahum
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Correspondence to Uri Zoller .

Editor information

Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

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Zoller, U., Nahum, T.L. (2012). From Teaching to KNOW to Learning to THINK in Science Education. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_16

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