The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers’ Perspectives and Practice

Abstract

This study explores secondary school Malaysian teachers' conceptions of Bloom’s Taxonomy of the cognitive domain and their integration of Higher Order Thinking Skills (HOTS) in science instruction and assessment. Employing a qualitative research design, the study involved semi-structured interviews with four science teachers from two secondary schools to investigate (1) teachers' understanding and perceptions of Bloom’s Taxonomy, and (2) their strategies for incorporating HOTS in their instructional and assessment practices. The findings unveiled the teachers’ optimistic views on Bloom’s Taxonomy and its perceived positive impact on student learning. However, their integration of the taxonomy into instruction was limited, with the inclusion of Lower Order Thinking Skills (LOTS) and HOTS tasks and activities contingent on the academic abilities of the student groups. Notably, some teachers harbor a misconception that only high-ability students can engage in HOTS, leading to an emphasis on LOTS activities in classrooms with lower-ability students. Additionally, teachers were found to utilize different sets of pedagogical approaches and strategies when dealing with low-ability and high-ability groups of learners. The study concludes that there is a critical need for targeted professional development to correct misconceptions and enhance teacher capabilities in effectively integrating HOTS. Future research should examine the influence of teacher beliefs on instructional practices more comprehensively, incorporating classroom observations and document analysis to provide a more holistic understanding of how cognitive domain theories are integrated into practical teaching methodologies.