A multifaceted approach to improving higher order thinking skills in A-Level Biology

Thesis

This research aims to explore if an intervention can be implemented that impacts possible mechanisms for low attainment in questions requiring higher order thinking skills (HOTS). This small-scale practitioner study first aimed to establish the specific challenges experienced by a small group of Year 12 biology students when responding to such questions. Using multiple instruments, including assessments, questionnaires and interviews, a multi-faceted intervention was designed around strategies used to approach questions. The literature review suggested the effectiveness of explicitly modelling cognitive and metacognitive strategies, so a “think-aloud” intervention was implemented over a five-week period. The impact of the intervention was evaluated by comparing pre-intervention to post-intervention assessments and through interviews with all participants. Findings suggest that the intervention had a positive impact on student self-efficacy, and cognitive and metacognitive strategies; however, this is not yet reflected in attainment. Students and teachers perceived the strategies introduced during the project to be useful but indicated a desire for less scaffolding and more feedback in future iterations. The study underlines the importance of metacognition and self-efficacy to science achievement and raises questions regarding how science attainment can be increased further.

Authors: Cooper, M

• DOI: 10.5287/ora-xv2byo6j7
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: mixed methods research; interviews; HOTS; biology; think-aloud; self-efficacy; LT2024; higher order thinking skills; questionnaire; metacognition; A-level; LT; case study approaches
• Subjects: Biology; Questionnaires; Mixed methods research; Metacognition; Self-efficacy; A-level examinations; Case studies; Interviews; Thought and thinking; Education