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The lack of critical thinking and higher-order thinking skills among students, particularly in the context of science education.

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What is the impact of using higher-order thinking questions on the promotion of students' critical thinking abilities and overall engagement in educational settings?

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Three phases of this research would be:

a. Pre - Intervention/ Exploratory Phase

b. Intervention Phase

c. Post - Intervention Phase

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a. Pre - Intervention/ Exploratory Phase 

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a. Pre - Intervention/ Exploratory Phase 

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Data collection and analysis showed:

A severe lack of exploration and inquiry in science classes.

The root causes found were:

Absence of higher order thinking questions

Rote memorization

Absence of meaningful engagement with scientific concepts

Missing connection between science and real life.

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3 cycles, aiming to yield quantitative results.

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Qualitative insights using focus group discussions

The selection of students based on their frequency of class participation.

Two representatives from each group - low response rate, high response rates, and average response rates.

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Turquoise Yellow Red Colourful English Close Reading Analysis Graphic Organiser (1)

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Take-Aways:

Classroom engagement and ability to think on concepts increased notceabily.

Motivation for learning science concepts increased.

Implications:

If questioning method is employed in science lessons regularly, students motivation, understanding of concepts and skill to critically think would increase significantly.