[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596211-105":59,"doc-detail-596211-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","effect-of-higher-order-thinking-instructional-model-on-scientific-reasoning-of-grade-viii-students","Effect of Higher Order Thinking Instructional Model on Scientific Reasoning of Grade VIII Students","","This quasi-experimental study investigates how a higher order thinking instructional model affects grade VIII students’ scientific reasoning. The nonequivalent control group design includes 62 students from a public higher secondary school in Lahore, Pakistan, randomly assigning intact groups to experimental (n=30) and control (n=32). Both groups complete a pretest using Lawson’s Classroom Test for Scientific Reasoning. The experimental group receives 24 weeks of lesson plans, followed by a posttest analyzed with independent samples t-test, showing improved posttest performance and an overall positive influence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-higher-order-thinking-instructional-model-on-scientific-reasoning-of-grade-viii-students/596211/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-higher-order-thinking-instructional-model-on-scientific-reasoning-of-grade-viii-students/596211.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about students’ learning?","Question",{"text":112,"@type":113},"The study examines the influence of a higher order thinking instructional model on grade VIII students’ scientific reasoning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the experiment designed and how many students were involved?",{"text":117,"@type":113},"A quasi-experimental nonequivalent control group design was used with 62 grade VIII students. They were divided into an experimental group (30) and a control group (32) and both groups were pretested.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about scientific reasoning after the intervention?",{"text":121,"@type":113},"Both groups started at the same level in scientific reasoning. After the 24-week intervention, the experimental group performed better in the posttest, indicating the model influenced scientific reasoning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596211,1792166667,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Effect of Higher Order Thinking Instructional Model on Scientific Reasoning of Grade VIII Students  \nKhateeb Ahmed Khan* and Rizwan Akram Rana**  \nAbstract  \nThis study focused on finding out the influence of higher order thinking instructional model on grade VIII students’ scientific reasoning. The quasi-experimental nonequivalent control group design was used to conduct this study. Experiment was conducted on 62 grade VIII students from a public higher secondary school of district Lahore, Pakistan. These students were taken as intact groups and were divided into experimental group and control group randomly. Experimental group comprised 30 students while control group comprised 32 students. Both groups were pretested for their scores of scientific reasoning using Lawson’s Classroom Test for Scientific Reasoning (LCTSR) . Lesson plans based on higher order thinking instructional model were developed and an intervention of 24 weeks was given to the students. Students were taught using the developed lesson plans based on higher order thinking instructional model. A posttest of scientific reasoning was taken at the end of intervention. Data were analyzed using the independent samples t-test to find the effect of higher order thinking instructional model on scientific reasoning. Results suggest that the students in both experimental and control groups were at the same level of scientific reasoning before the start of intervention. However, students in experimental group, taught by using higher order thinking instructional model, performed better in posttest than those in control group. Overall results revealed that higher order thinking instructional model influenced the scientific reasoning of grade VIII students. It was recommended that there is a need to adopt this higher order thinking instructional model for not only to make students think in higher order domain but to reason scientifically as well.  \nKeywords: Higher order thinking, instructional model, scientific reasoning, science learning, and reflective thinking.  \n*PhD Scholar, Institute of Education and Research, University of the Punjab, Lahore, Pakistan, [Email: khateeb.pu@gmail.com](Email: khateeb.pu@gmail.com)  \n** Head, Department of Education. University of Lahore, Email: [drrarpu@gmail.com](drrarpu@gmail.com)  \nIntroduction  \nOur everyday life is becoming more dependent on science and technology day by day. Science is not only making the life of humans easy but also providing solutions to the problems being faced in daily life (Goodrum, Druhan, & Abbs, 2012) . There will be a pivotal role of science education in developing scientific literacy for the younger generation of Pakistan. It will ultimately build a stronger future of the nation. Science education is vital as it ensures that citizens have the confidence, knowledge, and skills to participate actively in an increasingly complex scientific and technological world (Kambeyo & Csapo, 2018) . Science education aims at providing a solid base of science for students. This will enable them to create opportunities for science-related occupationsand activities appropriate to their interests and abilities (Ministry of Education, 2006) . Teachers need to develop these interests and abilities at the early stage of learning science. Students who choose to study science as a major at secondary level, are not only needed but also expecting the coursework and laboratory work which will ultimately evolve them into a scientist. Students’ selection of science as a subject and making it a career, heavily depends upon the way they were taught science, their level of enjoyment, interest, and perceptions (Palmer, Burke, & Aubusson, 2017) .  \nMany teaching and learning strategies are suggested to keep students’ interest in science and make lifelong learning for them. Ministry of Education (2006) also reveals that constructivist theory of learning to be implemented to attain the goals mentioned in National Education Policy. A lea","cbCailsAdsedGdSI","https://ap.wps.com/l/cbCailsAdsedGdSI","pdf",467019,16,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study examine about students’ learning?\",\"answer\":\"The study examines the influence of a higher order thinking instructional model on grade VIII students’ scientific reasoning.\"},{\"question\":\"How was the experiment designed and how many students were involved?\",\"answer\":\"A quasi-experimental nonequivalent control group design was used with 62 grade VIII students. They were divided into an experimental group (30) and a control group (32) and both groups were pretested.\"},{\"question\":\"What were the main findings about scientific reasoning after the intervention?\",\"answer\":\"Both groups started at the same level in scientific reasoning. After the 24-week intervention, the experimental group performed better in the posttest, indicating the model influenced scientific reasoning.\"}]","Effect of Higher Order Thinking Instructional Model on Scientific Reasoning of Grade VIII Students | PDF",1792082651]