Given the current striving for "sustainability" and the corresponding paradigms shift in science, technology, R&D, environment perception, economy and politics; e.g., from unlimited growth-to-sustainable development, correction-to-prevention and passive consumption of "goods", culture and education--to active participation,…

This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills enhances students' critical thinking (CT), within the framework of science education. Within a pre-, post-, and post-post experimental design, high school students, were divided into three research groups. The experimental…

The Individualized Eclectic Examination is described. The format, design, and philosophy of the examination that emphasizes problem solving are discussed. Sample questions, student projects, and an illustration of the implementation of the exam are included. (CW)

Discusses science education reform and changes in teaching and learning processes. Compares higher order cognitive skills to lower order cognitive skills in learning, and gives rationales for advocating higher order cognitive skills. (Contains 38 references.) (YDS)

Describes a study focusing on student self-assessment and self-grading of examinations that test higher-order cognitive skills. The study supposed that by evaluating their own performance, students could not only enhance academic strengths and reduce weaknesses but also learn material in greater depth and further develop critical thinking skills.…

Deals with strategies for the fostering of the question-asking capabilities of chemistry students through the use of active, real-world problem-solving and decision-making processes. Suggests that appropriate teaching strategies do facilitate the students' question-asking abilities, and strengthen their confidence in applying them to…