Enhancing Higher Order Thinking Skills Disposition in a Junior High School Physics Class through Science Writing Heuristic Approach

Abstract

This study investigates the effectiveness of integrating the Science Writing Heuristic (SWH) approach into a junior high school physics classroom. The research aims to explore the impact of SWH on high order thinking skills disposition of students and to examine the perspectives on its effectiveness for classroom learning. Two research questions are posed: (1) Does the SWH approach improve high order thinking skills of junior high school students? and (2) What are the students’ perspectives on the effectiveness of the Science Writing Heuristic approach for classroom learning? A mixed-methods research design, including a pre-test and post-test control group design and interviews with teachers and students, will be used. The SWH approach, grounded in constructivist learning theory, emphasizes the importance of active engagement in the learning process. Potential benefits of SWH include developing higher order thinking skills and increasing student engagement and motivation. However, challenges may arise from the need for teacher training and support, and potential workload and time constraints. The study's findings will offer insights for educators interested in innovative teaching approaches in their classrooms. Further research could focus on the impact of SWH on specific higher order thinking skills and its potential benefits for other grade levels and subject areas.

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