Higher-order thinking skills in science education: A Proposal Based on Bibliometric Analysis
DOI:
https://doi.org/10.22600/1518-8795.ienci/2025v30n2p35Keywords:
Scientific thinking, Higher order thinking skill, Science educationAbstract
The inclusion of higher-order thinking skills (HOTS) teaching in science education seeks to teach students how to think in order to develop citizens who make reasoned decisions about the causes, effects, and consequences of the scientific and technological advances they will face in life. Based on the above, the diagnosis and current status of the inclusion of HOTS in science education for the period between 2000 and 2022 are presented. A bibliometric analysis was conducted, where quantity and quality indicators were constructed and analyzed, as well as an analysis of trends in published research. Twenty-three journals were identified, and two research groups in Israel were recognized, which focus their research on the development of HOTS in science students. Furthermore, it is highlighted that the research revolves around two axes: i) didactic models for the implementation of HOTS and ii) teacher professional development. Finally, a proposal is made from a constructivist perspective regarding the higher-order thinking skills that should be promoted in science teaching.References
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