Higher Order Cognitive Skills (HOCS) in STES/STEM Education for Sustainability
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: closed (28 September 2019) | Viewed by 4835
Special Issue Editor
Interests: science, technology and environment in the social context; teaching, learning and assessment of higher-order cognitive skills (HOCS) for evaluative thinking
Special Issue Information
Dear Colleagues,
Given the current striving for sustainability and the corresponding paradigms shift in science, technology, R&D, environmental perception, economy, and policies; e.g. from unlimited growth to sustainable development; correction to prevention and passive, unlimited consumption of "goods", culture and education—active participation and involvement—primarily in the science–technology–environment–society (STES) economy-policy (STEPES) contexts; the corresponding paradigms shifts, at all levels of education, are unavoidable. Such shifts require research-based shifts in conceptualization. thinking, research and practice in Science, Technology, Engineering, Mathematics (STEM) education, in STESEP interfaces. In accord, the development of student HOCS capabilities of System Thinking (ST), Decision Making (DM), Problem Solving (PS), Evaluative Thinking (ET) and Creative Thinking (CT) are essential.
Prof. Uri Zoller
Guest Editor
Manuscript Submission Information
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Keywords
- Sustainability
- HOCS
- STES
- STEM
- Teaching
- Learning
- Testing