Developing Higher Order Thinking Skills in Learners’ Through Active Learning

  • Martins Adekanmbi Department of Curriculum Studies and Instructional Technology, Ignatius Ajuru University of Education, P.M.B 5047, Rumuolumeni, Port Harcourt, Rivers State, Nigeria
  • Eunice C. Victor-Ishikaku Department of Science Education, Ignatius Ajuru University of Education, P.M.B 5047, Rumuolumeni, Port Harcourt, Rivers State, Nigeria
Keywords: Higher-order Thinking, Metacognition, Scaffolding, Brainstorming, Think-pair-share


Higher order thinking skills (HOTS) is exercised when there is an expression of concept different from the original information. It is a display of creativity based on critical thinking and sound judgement. This paper looked into how higher order thinking skill can be learnt through active learning which include think-pair-share, brainstorming, scaffolding to mention but a few. The paper posited that HOTS on its own entail holistic involvement of the students in the learning process in the classroom while they think on what they do. Higher-order thinking skills were elucidated with active learning processes mentioning on how HOTS can be learnt through active learning. Some challenges to teaching higher order thinking skills were discussed. It was suggested that it is very pertinent to plan the lessons in such a way that it will enable the use of all the taxonomic levels of remembering, understanding, applying, analyzing, evaluating and creating especially the last three that enable higher order thinking. Notable recommendations were made that measures to impact HOTS should be started from the basic levels of education and that teachers should be adequately trained on how to inculcate knowledge values in such a way that HOTS can be imparted as it is a basic requirement for the youths in the 21st Century.


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How to Cite
Adekanmbi, M., & Victor-Ishikaku , E. C. (2023). Developing Higher Order Thinking Skills in Learners’ Through Active Learning. Central Asian Journal of Literature, Philosophy and Culture, 4(5), 75-84.