Expanding on the evidence of Higher Order Thinking Skills in first year undergraduates

Faragher, Lynette (2017) Expanding on the evidence of Higher Order Thinking Skills in first year undergraduates. In: 3rd Students Transitions Achievement Retention & Success Conference (STARS 2017), 2-5 July 2017, Adelaide, Australia.

[img]
Preview
Text (Published Version)
EXPANDING THE EVIDENCE - 17569.pdf

Download (789Kb) | Preview

Abstract

All students enter university with a ‘virtual uni bag’ containing their previous life experience as well as their existing knowledge and skills. If the teachers in the academy know what they bring and what will engage them, they could use that knowledge, when designing curriculum and assessment, to improve pedagogy to enhance the transition process for vulnerable students. This paper reports on innovative research into the Higher Order Thinking Skills present in a sample of pre-service education students’ writing in the genre of critical comparative analysis. Interviews were also conducted and analysed. Using analytical descriptors derived from the work of Marzano (2001) and focussing on the two’ top’ levels of skills the Self-system and Metacognition it was found that these aspects of the students’ skills were well represented. The paper ends with tentative suggestions for the use of this research in planning pedagogical approaches for first year courses.


Statistics for USQ ePrint 32741
Statistics for this ePrint Item
Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Authors published in the STARS proceedings retain copyright of their paper.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 17 Oct 2017 02:06
Last Modified: 20 Jun 2018 00:11
Uncontrolled Keywords: Higher Order Thinking Skills, transition pedagogy, engagement, Marzano, first year experience, innovative research
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
C Society > 93 Education and Training > 9303 Curriculum > 930302 Syllabus and Curriculum Development
E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
C Society > 93 Education and Training > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI: http://eprints.usq.edu.au/id/eprint/32741

Actions (login required)

View Item Archive Repository Staff Only