HOT education
Most teachers are well aware of Higher-order Thinking HOT education because of Bloom’s taxonomy. It was affirmed that it is a general practice that in the development of students’ HOT, the teachers must have the students engage in learning activities at higher than second-level understanding to generate application, analysis, synthesis, and evaluation processes in handling information.
This is to the notion that HOT involves any thinking ability demanding more than remembering or memorizing information. The literature on HOT has been descriptive and comprehensive. Yes, it is descriptive in the sense that HOT depends on and expounds on Bloom’s Taxonomy, and we thus have distinct dimensions credited to it Critical thinking, creative thinking, problem-solving, decision-making, and metacognition, to mention but a few of the most common ones. Zohar’s effort to define the dimensions of HOT education literature appears to be useful for teachers’ and researchers’ future reference.
THE TEACHING OF HIGHER-ORDER THINKING HOT
Over the decades, the growth and development of students’ HOT education have been one of the core educational goals. As posited by Resnick in 2010, scaling up the thinking curriculum in a way that will provide proficiency for all students is a core educational concern today, and a first glance at teachers’ views tells us that most teachers hold the view that it is necessary to teach students on HOT, primarily to help their idea generation.
This commitment to HOT extends to world economic development, building information and communications technology, ICT, economic development, learning, hot education, hot employment a knowledge economy, and a fast world. HOT is a highly needed skill for all individuals in any learning environment. Moreover, Fisher presumes that the growth of students’ HOT is in addition to the instilling in them of lifelong learning. That is, we need thinking students who are capable of continuously changing according to real-world needs.
Our core goal is to infer hot education topics and future fronts in educational research from highly cited articles in WoS. In educational research, to our knowledge, only Cunillera and Guilera have addressed the investigation of hot topics using cooccurrence analysis, but they investigate one topic of statistical learning. Our work provides a wider survey, inferring different educational hot topics categorized in future research fronts.
We know what counts and what we need from our education system, from our teachers, and our students, but how well are they rising to the challenge of teaching and/or learning HOT education For one, in most classrooms, higher-order thinking receives little or no attention Ivie continues to report evidence based on previous findings that even when HOT education does occur in the classroom, teachers barely make an effort to take students’ stream of higher-level thinking to the next level, perhaps due to teachers’ incompetence or lack of interest in pursuing learning outcomes other than learning content-specific objectives.
Unfortunate as this is, a classroom scenario of such hopelessness is reported to be on the rise in countries all over the world. Contrarily, despite negative reports, much has been achieved in improving the teaching and/or learning of hot employment, hot training, sexy education, hot learning, hot girl it is just that when it comes to actualizing the educational ideal of having thinking students in the thinking classroom within the thinking curriculum where active cognition is the order of the day, we still have to work real hard. Attention is called for at the planning and implementation levels because frequent inconsistencies in curriculum development and implementation will continue to keep the effective teaching of HOT in the classroom rhetoric.
WHY IS THE TEACHING OF HOT CURRENTLY INEFFECTIVE
The building of HOT education is an internal process that develops over time. It is an endeavor that consumes time where students have to think, verbalize, justify, interact with, discuss, question, etc., all within a single time frame. As a result, due to the limited time frame for each subject, teachers might find it difficult to plan HOT-packed lessons to be covered within 1 or 2 class periods.
Within Malaysia itself, the increasingly growing influence of thinking skills in our education system can be seen. To increase the effective teaching of HOT, the Ministry of Education MOE introduced a series of structural reforms through the Integrated Curriculum for Secondary Schools KBSM which introduced critical thinking skills, the Vision 2020, the Critical and Creative Thinking Skills KBKK in 1996, and the idea of the concept of smart school in 1997, to generate human capital with high thinking ability.
CAN HOT BE TAUGHT
The absence of encouraging performance in the teaching of hot education makes one question whether HOT can be taught. Is it possible that we have failed because teaching HOT is impossible The articles reviewed indicate two contrasting views as follows.
Teachers view thinking skills as not teachable, that they are an innate ability like common sense, which is naturally shaped by one’s social and cultural values. Typically, many are still conservative about the notion of hot teaching thinking, as the concept of thinking as a skill continues to be questioned. Piaget would most likely believe that children’s acquisition of thinking is a biological process and requires no conscious instruction.
CONCLUSION
Again, all articles reviewed indicate the significance of teaching hot education effectively as a matter of achievement of a national aspiration in education. And this noble task falls upon the shoulders of none other than our fellow teachers. Teachers need to be aware that the effectiveness of teaching HOT will become a reality only when the conventional perception of conveying information becomes secondary to a more constructivist perception, which provides students with active learning that taps into meaning-making in the learning process.
In short, good teaching results in good learning, and students’ learning can be anything, one of which is learning to think at higher levels. This, therefore, makes effective teaching of HOT an imperative in ensuring students’ effective learning in general. The stress placed on students’ acquisition of HOT is titanic, so much so that Dewey asserts that all that the school can or should try to do for pupils, so far as their minds are concerned, is to cultivate their capacity to think.
Keeping such ambition in mind, the challenges are humongous.
Many have been stuck in the why-try-because-nothing positive-will-happen-anyway dark hole, and some may go to the extent of downplaying other teachers’ nascent efforts in experimenting with new modes of teaching HOT education. As this review essay has deliberated, with the challenges identified and comprehended, with well-planned strategization and self-refinement, and with unwavering belief and resolve towards the marked objectives, we will sooner or later hit the bull’s eye.