International Journal of Academic Research in Business and Social Sciences

search-icon

Infusing High Order Thinking Skills (HOTs) through Thinking Based Learning (TBL) during ECA to enhance students interest in STEM

Open access
Currently in 21st century, the extremely unique, vibrant and powerful work environment requires employees with fundamental abilities that blend with real life experiences and self-assurance. Many students whom failed to acquire these skills facing the risk of jobless as stated by a few recent reports. Thus, to be more innovative, have good creativity, ideal and imaginative, one should acquire HOTs skills to enhance their creative thinking and critical thinking skills. Therefore, this article emphasis how to inculcate HOTs through Thinking Based Learning (TBL) during extracurricular activities (ECA) to boost students’ concern in Science, Technology, Engineering and Mathematics (STEM).
Anderson, L. W., Karathwohl, D., Airasian, K., Cruikshank, A., Mayer, R., Pintrich, P., . . . Wittrock, M. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives New York: Longman.
Apedoe, X. S., Reynolds, B., Ellefson, M. R., & Schunn, C. D. (2008). Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal of science education and technology, 17(5), 454-465.
Barbieri, M. (2009). Extracurricular activities. New York: NY: St.Martin's Press.
Bybee, R. (2010). Advancing STEM education: A 2020 vision. Technology & Engineering Teacher, 70(1), 30-35.
Centre, C. D. (2013). Year Five Science Curriculum And Assessment Standard Document. Putra Jaya: Ministry Of Education.
Chubin, D. E., May, G. S., & Babco, E. L. (2005). Diversifying the engineering workforce. Journal of Engineering Education, 94(1), 73-86.
Cooper, R., & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls' interest in STEM subject areas? . American Journal Of Engineering Education, 4(1), 27-38.
Costa, A., & Kallick, B. (2000b). Habits of mind : A developmental series. Vermonts Consultants for languages and learning Vermont Alexandria: VA: ASCD.
Denson, C., Haily, C., Stallworth, C., & Householder, D. (2015). Benefits of informal learning environments: A focused examination of STEM-based program environments. Journal of STEM Education, 16(1), 11-16.
Fadzil, H. M., & Saat, R. M. (2014). Enhancing STEM education during school transition: Bridging the gap in science manipulative skills. Eurasia Journal Of Mathematics, Science & Technology Education, 10(3), 209-218.
Hill, S. (2008). Afterschool matters: Creative programs that connect youth development and student achievement. Thousand Oaks, CA: Corwin Press.
Jones, H. W. (2011). A high school experiment in extracurricular student activities. Bayonne, NJ: General Books.
Kleinert, H. L., Miracle, S. A., & Sheppard-Jones, K. (2007). Including students with moderate and sever disabilities in extracurricular and community activities: Steps to sucsess. Teaching Exceptional Children, 45(1), 33-38.
Lunenburg, F. C. (2010). Extracurricular Activities. Schooling, 1(1), 1-4.
Marino, M. T., Gotch, C. M., Israel, M., III., V., Basham, J. D., & Becht, K. (2014). Can video games and alternative text heighten engagement and learning for students with learning disabiities? Learning Disability Quartely, 37(2), 87-99.
Meng, C. C., & Noraini, I. (2014). Secondary Students' Perceptions of Assessment in Science, Technology, Engineering and Mathematics (STEM). Eurasia Journal Of Mathematics, Science & Technology Education, 10(3), 219-227.
Meng, C. C., Noraini, I., Eu, L. K., & Mohd Fadzil, D. (2013). Secondary School Assessment Practices in Sciences, Technology, Engineering and Mathematics (STEM) Related Subjects. Journal of Mathematics Education, 6, 58-69.
Ministry Of Education, M. (2013). Malaysian education blueprint 2013-2025: Preschool to postsecondary education. Putrajaya: MOE.
Science, N. A. o. (2014). STEM Integration in K-12 Education: Status, Prospects and An Agenda for Research. Washington D.C: The National Academies Press.
Snellman, K., Silva, J. M., Frederick, C. B., & Putnam, R. D. (2015). The engagement gap: Social mobility and extracurricular participation among American youth. The ANNALS of the American Academyby Political and Social Science, 657(1), 194-207.
Swartz, R., & Reagan, R. (1998). Infusing critical and creative thinking into content instruction. The National Center for Teaching Thinking. Washington.
Venville, G., Rennie, L., & Wallace, J. (2004). Decision making and sources of knowledge: How students tackle integrated tasks in science, technology and mathematics. Research In science Education, 34, 115-135.
Venville, G., Wallace, J., Rennie, L., & Malone, J. (2000). Bridging the boundaries of compartmentalized knowledge; Student learning in an integrated environment. Research in Science & Technological Education, 18(1), 23-35.
Wang, H., Moore, T., Roehrig, G., & Park, M. (2011). STEM integrtaion: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research,, 34, 115-135.
Wilson, D., & Conyers, M. (2016). Teaching Students to drive their brains. Viginia USA: ASCD Alexandria Virginia USA.
Hashim, H., Ali, M. N., & Shamsudin, M. A. (2017). Infusing High Order Thinking Skills (HOTs) through Thinking Based Learning (TBL) during ECA to enhance students interest in STEM. International Journal of Academic Research in Business and Social Sciences, 7(11), 1090-1097.