BAHAGIAN PEMBANGUNAN KURIKULUM

KEMENTERIAN PELAJARAN MALAYSIA

2012

Pada akhir sesi ini, guru dapat:

menerangkan HOTs dalam Sains,

pendedahan awal tentang pelaksanaan HOTs dalam Pengajaran dan Pembelajaran (PdP)

Sesi taklimat ini mengandungi DUA komponen:

1) Penerangan & Perbincangan 2) Perbengkelan

Creativity & Innovation

Communication

Information Literacy

CRITICAL SKILLS

Collaboration

Problem Solving

Responsible Citizenship

Apakah LOTs dalam Sains?

Resnick (1987)

Lower-order thinking (LOT) is often

characterized by the

recall of information

or the

application of concepts or knowledge

to familiar situations and contexts.

Schmalz (1973) LOT tasks requires a student to recall a fact, perform a simple operation ,
or solve a familiar type of problem. It DOES NOT require the student to work outside the familiar

Thompson 2008
generally characterized LOT as solving tasks
while working

in familiar

situations

and contexts; or, applying

algorithms already familiar

to the

student.

Senk, Beckman, & Thompson (1997)

LOT is involved when students are solving

justification, explanation, or proof
required, and where only a single correct answer is possible tasks where the solution requires applying a w e l l - k n o w n a l g o r i t h m , often with NO

Apakah HOTs dalam Sains?

Resnick (1987) characterized higher-order

thinking (HOT) as

nonalgorithmic.
HOT

Stein and Lane (1996) describe

as the use of

complex, non-algorithmic thinking to solve a task in which there is NOT a predictable, well-rehearsed approach or pathway explicitly suggested by the task, task instruction, or a worked out example.

Senk, et al (1997) characterized

HOT as solving

tasks where no algorithm has been taught, where

justification or explanation are required, and
where

more than one solution

possible.

may be

Thompson (2008) generally characterized HOT involves

solving tasks where an algorithm has not been taught or using known algorithms while working in unfamiliar contexts
or situations.

Higher-order questions promote learning because these types of questions require students to apply, analyze, synthesize, and evaluate information instead of simply recalling facts.

Creating - generating of new ideas, products or ways of viewing things (menjana idea, produk atau cara
baharu)

Evaluating - justifying a decision or action

(mewajarkan keputusan atau tindakan)

Analising seeing patterns and classifying information, concepts and theories into component parts (mengenalpasti corak dan menggelas
maklumat, konsep dan teori kepada komponen)

Applying - using information in another familiar situation (menggunakan maklumat dalam satu situasi lain) Understanding - explaining ideas or concepts
(menerangkan idea atau konsep)

Remembering - recalling information (mengingat

kembali maklumat)

 Penggunaan kata kerja seperti membuat

inferens, mewajarkan, menaakul

dalam HP/SP bermaksud ia memerlukan HOTs.

Secara amnya HOTs adalah dari aplikasi ke atas.

Walau bagaimanapun LOTs dalam HP/SP seperti menerangkan juga boleh di capai melalui aktiviti HOTs
Kata Kerja Proses

MENGAPA HOTs dalam SAINS?

Menghasilkan modal insan yang cerdas, kreatif dan inovatif bagi memenuhi cabaran abad ke-21 agar negara mampu bersaing di persada dunia.
If we want students to develop the capacity to think, reason, and problem solve then we need to
start with high-level,

cognitively complex tasks.

Stein & Lane 1996

 Berubah daripada amalan hafalan kepada pemahaman yang mendalam. Meningkatkan tahap kesedaran dengan menganalisa, menyelesaikan masalah dan menilai serta mencipta Belajar mewajarkan penyelesaian dan penemuan Konsep sains boleh dipelajari dengan berkesan melalui HOTs.

Penyiasatan saintifik memerlukan HOTs.

Bagaimana meningkatkan penguasaan HOTs dalam kalangan murid dalam Sains?

 berfikir

menyoal bagi mencungkil idea

murid Memotivasi murid menekankan aktiviti hands-on mengubah jenis tugasan mentaksir

untuk pembelajaran berkomunikasi secara berkesan

Menggalakkan pemikiran kritis, kreatif dan inovatif

1.

Memastikan setiap murid melibatkan diri secara aktif dalam PdP. Memberi peluang murid berbincang, bertanya dan memberi pendapat. Mempelbagaikan strategi. Mengemukakan soalan membina, memimpin, terbuka serta menggalakkan penaakulan serta berfikir pada aras tinggi.
22

2.

3. 4.

Inkuiri dalam Sains

 Murid belajar konsep sains berdasarkan penemuan yang mereka sendiri peroleh.
Inkuiri berlaku apabila terdapat kaitan antara konsep sains dengan soalan yang murid kemukakan dan mereka mencari jawapan melalui

penyiasatan.

 Belajar dengan berkesan melalui aktiviti hands on dan berasaskan inkuiri. Seronok menyelesaikan masalah yang bermakna Memberi respon kepada soalan yang bermakna Belajar lebih baik melalui galakan berbanding hukuman Melihat dunia dari kaca mata mereka Memahami idea berkembang secara berperingkat dan berurutan

Murid:

Murid teruja apabila diberikan masalah luar dari kebiasaan, ketidakpastian, persoalan atau dilema.
Penyoalan

HOTs

KPS/KBSB

Belajar secara hands-on menghasilkan kefahaman yang mendalam untuk membolehkan mereka mengaplikasikannya dalam situasi yang

Inkuiri

baru.

Contoh Soalan TIMSS

TIMSS is assessing student learning in particular topics.

What should the student know?
( what knowledge does this item allow a student to show? )

What should the student be

able to do?

(What cognitive processes does this item require a student to demonstrate?)

Soalan LOTs and HOTs

Rajah di bawah menunjukkan 2 blok di dalam 1000 cm3 air dan jadual di bawah menunjukkan ketumpatan bahan X dan Y Jadual

Rajah

Bahan

Isipadu (cm3)

Jisim (g)

Ketumpatan

(g/cm3)

Bongkah X Bongkah Y Air

8 8 1000

2 16 1000

0.25 2 1

1. Apakah ketumpatan bongkah X? 2. Apakah ketumpatan bongkah Y? 3. Perihalkan keadaan bongkah X dan Y di dalam air. 4. Berikan satu inferens mengenai kedudukan bongkah X di dalam air.

LOTS LOTS LOTS

HOTS

5. Ramalkan keadaan bongkah Z di dalam air jika ketumpatan Z ialah 0.8g/cm3.

HOTS

1. Apakah ketumpatan bongkah X? 0.25 (g/cm3) 2. Apakah ketumpatan bongkah Y?

2 (g/cm3)

LOTS

LOTS

3. Perihalkan keadaan bongkah X dan Y di dalam air.

Bongkah X timbul manakala bongkah Y tenggelam

LOTS

4. Berikan satu inferens mengenai kedudukan bongkah X di dalam air.

Ketumpatan X kurang tumpat daripada air

HOTS

5. Ramalkan keadaan bongkah Z di dalam air jika ketumpatan Z ialah 0.8g/cm3.

Bongkah Z akan berada di tengah antara bongkah X dan bongkah Y

HOTS

SOALAN LOTs VS. HOTs

SOALAN LOTs SOALAN HOTs

Tidak memerlukan murid untuk menggunakan kemahiran berfikir pada aras tinggi. Operasi yang perlu digunakan adalah jelas.

Memerlukan tahap pemikiran pada aras tinggi. Meningkatkan kemahiran menaakul. Jawapan dan prosedur yang perlu digunakan tidak serta merta jelas. Menggalakkan lebih daripada satu cara penyelesaian dan strategi. Terdapat lebih daripada satu jawapan. Berupaya membentuk murid yang kreatif dan inovatif Memerlukan masa yang mencukupi untuk diselesaikan. Menggalakkan perbincangan dalam kumpulan dalan mendapatkan penyelesaian.

Apakah tahap soalan ini?

#1. In living things, large and complex molecules are broken down into small and simple molecules. What is this process called? A B C D Excretion Absorption Digestion Circulation

Domain: Knowing

#2. Explain how soil is formed.

Domain: Knowing

#2. Explain how soil is formed.

#3. The colour of an object such as an apple is the same as the colour of the light waves A. B. C. D. that travel through the object that are absorbed by the object that are reflected by the object that travel around the object

Domain: Applying

#4. Keith had influenza. He played a game with two friends. One of his friends caught influenza but the other did not.
What could have been the reason why one of his friends did NOT catch influenza? Domain: Applying

Sarah fell off her bicycle and spilled the bag of salt she was carrying. She collected the salt off the ground together with the sand and tree leaves and put the mixture in a plastic bag. In the table below, describe the steps used by Sarah to separate the salt from the mixture of salt, sand and leaves. State a reason for doing each step. The first step has been done for you.
Step Description of step Reasons for carrying out the step

1
2 3 4

Domain: Reasoning

Contoh Soalan PISA

Give one reason why it is recommended that young children and old people, in particular, should be vaccinated against influenza (flu).

........................................................................ ........................................................................ ........................................................................ ........................................................................

Full Credit Code 1: Responses referring to young and/or old people having weaker immune systems than other people, or similar. Scoring Comment: The reason(s) given must refer to young or old people in particular not to everyone in general. Also, the response must indicate, directly or indirectly, that these people have weaker immune systems than other people not just that they are generally weaker. These people have less resistance to getting sick. The young and old cant fight off disease as easily as others. They are more likely to catch the flu. If they get the flu the effects are worse in these people. Because organisms of young children and older people are weaker. Old people get sick more easily. No Credit Code 0: Other responses. So they dont get the flu. They are weaker. They need help to fight the flu.

Sediakan soalan HOTs rangsangan yang diberikan.

Bentangkan.

1. Adakan taklimat dalaman di sekolah masing-masing kepada semua guru Sains dan Matematik. 2. Gunakan aturcara dan tempoh masa taklimat seperti yang diterima. 3. Semua guru Sains & Matematik menggunakan soalan HOTS dalam pdp. 4. Guru Sains dan Matematik Tingkatan 1 perlu mula menyediakan murid untuk Gerak Gempur HOTsSM pada Jun dan Oktober 2013 dan 2014 untuk persediaan murid ke TIMSS 2014 dan PISA 2015. 5. Soalan dan skema pemarkahan Gerak Gempur akan disediakan secara berpusat dan pelaporan disediakan.

Terima Kasih