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To cite this article: Sze-yin Shirley Yeung (2015) Conception of teaching higher order thinking:
perspectives of Chinese teachers in Hong Kong, The Curriculum Journal, 26:4, 553-578, DOI:
10.1080/09585176.2015.1053818
Download by: [Universiti Pendidikan Sultan Idris UPSI] Date: 02 April 2017, At: 23:59
The Curriculum Journal, 2015
Vol. 26, No. 4, 553 578, http://dx.doi.org/10.1080/09585176.2015.1053818
Introduction
As the new millennium unfolds, educators all over the world are consider-
ing how best to prepare the younger generation for productive and fulfill-
ing lives in an ever-changing world. Many have said that if our next
generations are to function successfully in the contemporary society, they
must be equipped with higher order thinking (HOT) skills for effective
acquisition and processing of information in a knowledge economy
*Email: syyeung@ied.edu.hk
Hong Kong was under British colonial rule for 155 years until it was
returned to Chinese sovereignty in 1997. Hong Kong remains open to
Western influence (mainly that of the Anglophone cultures), but tradi-
tional Chinese values are still a force within a society that has an over-
whelmingly Chinese population. According to latest census statistics
(Census and Statistics Department, 2011), 93.2% of Hong Kongs popula-
tion are Chinese nationals and 93.6% of them are of Chinese ethnicity.
The effects of Chinese traditions on the teaching of Chinese teachers have
been explored by researchers. Many of them mentioned that Confucian-
ism persistently influenced the orientation and conception of teaching of
Chinese teachers (e.g. Bond, 2010; Chen, 2014; Hue, 2007; Watkins &
Biggs, 2001). On the other hand, some suggested there was an influence of
the legacy of British culture on school curriculum and teaching in Hong
Kong. Teachers in Hong Kong may have maintained a Chinese culture,
but have also mixed it with other cultural influences from the West (e.g.
UK or USA) (Cheng, 2004a).
This paper reports a recent project which intended to investigate how
Chinese teachers in Hong Kong perceive effective HOT teaching, which is
an initiative imported from the West, and to inquire if and how cultural
influences or barriers affect the enactment of this imported educational
initiative. The influence of Chinese traditional values of teaching, if any,
on such conceptions was also investigated.
Teaching of HOT
Researchers from the West have suggested various strategies and
approaches to enhance students HOT. Leaman and Flanagan (2013) dis-
tinguish the teaching of HOT from LOT by stressing that we had come
to understand teaching as a practice that moves beyond knowledge and
application of quality teaching strategies (lower order skills) to the
moment-by-moment use of critical thinking skills to meet the needs of
every learner (higher order skills) (p. 48). Eggan and Kauchak (2001) sug-
gested that teachers role is teaching for understanding. They have to
employ various teaching methods such as asking thought-provoking ques-
tions and guiding students to do a variety of thought-demanding things,
for example, explaining, finding evidence and examples, generalising,
applying, analogising, and representing the topic in a new way (p. 15).
Milvain (2008) suggested that constructivism should be the basis of HOT
teaching, where learners construct or reconstruct knowledge and under-
standing by means of an active thinking process. Newmann (1991) sug-
gested three essential elements to effective HOT teaching the
knowledge, the skills and the dispositions. It is important that teachers
design instruction explicitly to help students acquire and use in-depth
knowledge, skills, and dispositions of thoughtfulness to solve higher order
challenges. Borich (2006) and some other researchers identified the impor-
tance of thinking dispositions in the teaching HOT. Among them, Costa
and Kallicks (2009) habits of mind was an impressive model. To teach all
the key elements of HOT, Costa (2001) suggested that a balanced pro-
gramme should include three components: Teaching for Thinking, Teach-
ing of Thinking and Teaching about Thinking. Similarly, Swartz and
Perkins (1990) proposed Teaching for Thinking and Teaching of Thinking
as equally important in a HOT curriculum. Fogarty (2009) had a similar
The Curriculum Journal 557
Teaching for Thinking (setting Create a rich and encouraging classroom environment
the classroom climate) that is conducive to students thinking
Teaching of Thinking Ask HOT questions and/or structure challenging HOT
(instructing HOT Skills) tasks and activities that motivate the students to use
prior knowledge to gain new knowledge
Teaching with Thinking Give students ample time and opportunity to think and
(structuring classroom prepare responses to questions; encourage them to
interactions) exchange thoughts with others and to be highly
involved in dialogue, discussion, etc. (Fogarty, 2009)
Teaching about Thinking Guide students to become conscious of their own
(helping students to reflect thinking processes and have the ability to control
metacognitively) and regulate them (Keefe & Walberg, 1992; Swartz &
Perkins, 1990)
2014; Huang & Lee, 2015; Tu, 1989). Confucian classes are mostly quite
formal and students are expected to receive knowledge from the teacher.
Teachers can be highly authoritarian and the teacher-student relationship
is characterised as hierarchical. An uncritical attitude to the teacher is
explained by the transfer of the Confucian ethic of filial piety (Biggs,
1996b; Ho, 2001; Li, 2005; Kim, 2007). Confucian tenets that an educated
person has to learn modesty develop the virtues of diligence, endurance of
hardship, concentration and perseverance, etc. lead Chinese students to
stay quiet and receptive, lacking a challenging attitude toward authority
and seldom initiating questions or verbal interactions in the classroom.
This has strengthened the tendency to stress an expository teaching
approach in Chinese classrooms (Kennedy, 2002; Li, 2005; Pratt, Kelly &
Wong, 1999).
Hong Kong is special in that students are exposed to the interactive
influences of both traditional Chinese Confucian-heritage culture and
Western ideas. Teachers conceptions of teaching are mediated by cul-
ture-specific educational environments and interactions. An investigation
of how teaching of thinking in this specific context is perceived as effective
may be useful.
Research design
Research purpose
The research aimed at exploring Hong Kong Chinese teachers concep-
tions of effective HOT teaching. It investigated how cultural influences or
barriers, if any, affect the implementation of this imported educational
initiative. The influence of Chinese traditional values of teaching on such
conceptions, if any, was also investigated. Findings and their implications
may add to the knowledge-based concerning quality HOT teaching.
Research method
The study was guided by grounded theory (Corbin & Strauss, 1990). This
is a qualitative research technique, which helps researchers to develop
new theories by collecting data first, and then drawing the embedded the-
ory from the data itself. The methodology that the present researcher has
adopted is in-depth interviews, which are particularly suitable to uncover
and inquire into what is inside the mind of the informants, i.e. the concep-
tion of teachers toward effective ways to teach thinking. It is difficult to
tap the complicated details of peoples thinking using quantitative meth-
ods. Conceptions relating to teaching are interior experiences of teachers
and interviewing is an effective way to learn about peoples interior expe-
riences (Weiss, 1994).
The Curriculum Journal 559
Sampling procedure
The researcher invited 12 primary teachers to be informants. They were
from different primary schools in Hong Kong. These schools vary in
background and missions but all have adopted HOT teaching as part of
their recent curriculum reform. The schools implement HOT teaching
in various ways some adopt a whole-school approach for HOT teach-
ing while some others infuse HOT in subject teaching. The teachers
experience ranged from 3 to 12 years. They are all Chinese who were
born in Hong Kong. Cantonese is their mother tongue. All of them had
participated in implementing HOT curriculum in their classrooms. The
teachers were chosen by the reputational-case selection method
(LeCompte & Preissle, 1993) on the basis of the principals recommen-
dation or their reputation for quality work among their colleagues and
supervisors. Table 2 summarises the characteristics of the teachers and
the schools.
Data analysis
Qualitative data analysis began after all the raw data from the 12 individ-
ual interviews were transcribed (Miles & Huberman, 2014; Patton, 2002).
During the analysis, patterns and themes regarding the four dimensions
560 S-y.S. Yeung
Findings
As it emerged from the data, the teachers conception of quality HOT
teaching embraced the following dimensions:
(E)ffective HOT lessons can help students improve their thinking skills. By
continuous practice, they will become effective thinkers who are equipped
with useful abilities of analytical thinking, creative thinking, etc. Their abil-
ity to compare and contrast, create and imagine, all in all, eventually
improves. (T4)
Better HOT lessons enable students to consider more possibilities and chal-
lenge their assumptions about problems. They are effective in training stu-
dents to experience better thinking by exercising keener judgement, and to
learn how to maintain objectivity and balance. (T6)
(1) Infusing HOT into subject teaching. Teachers suggested that HOT
could be effectively taught by infusing it into subject teaching. The
subject they mostly suggested is General Studies. General Studies
is a subject learned by all primary school children in Hong Kong.
It is an integrated subject formed by merging three previous sub-
jects Social Studies, Health Education and Integrated Science
(CDC, 2002). The subject includes discussion of various social
562 S-y.S. Yeung
(I)ts good to provide some models of thinking for students. They can fol-
low the models during the thinking activities. Both students and teachers
can thus have a kind of common language for teaching and learning of
HOT. (T1)
our team (of teachers) agrees that the technique, prediction of con-
sequence is an appropriate thinking activity. It is a safe method that has
easy steps for students to follow. So we identify some topics in semester two
which can best fit this technique of thinking. Then we design certain lessons
for implementing it. (T5)
The Curriculum Journal 563
for upper primary classes, HOT lessons that request students to use six
thinking hats to consider an issue are often effective. This is because stu-
dents find this thinking model easy to learn different colour of hats repre-
sent different perspectives. (T6)
(On the issue of pet-keeping), their (students) ideas are sometimes too ide-
alistic. For instance, one student said to stop dogs from running around,
adults could simply give the dogs an injection! So you can see the solutions
they propose are sometimes impractical, and teachers follow-up evaluation
is important! (T7).
(6) Control of the thinking environment being neither too open nor too
free. Many teachers in the group agreed that some control should
be exercised over students thinking. For example, to better control
the flow of the HOT lessons, some teachers made cautious choice
of issues for students discussion. These issues were never too
open-ended and teachers (and even students) had certain expected
suggestions for such issues. For example,
(7) Working to the demand of assessment. The teachers were very con-
cerned about the need to identify relevant assessment criteria to
evaluate student HOT learning. They cared about how students
perform in the thinking activities; and their experience tells them
that scores are valid and direct indicators of performance. There-
fore, they were very keen to design appropriate assessment forms
to support their evaluation. Some of them presented samples of
assessment forms during the interviews.
Assessment is often a difficult task that affects our design of thinking activi-
ties. An effective HOT lesson should make fair assessment of the students.
We have to report (to parents, to administrators) the performance of stu-
dents in these thinking activities. (T8)
We need to design an assessment form with suitable criteria to evaluate stu-
dent thinking in the HOT activities. This task is difficult for many teachers.
Hence, we have no choice but to confine our design of HOT teaching to think-
ing dimensions that are easier to assess (like critical thinking). Colleagues
found it difficult to measure students creative thinking. (T10)
Because of the heavy teaching load, we may not have enough time to design
assessment for different thinking activities. So, to be honest, we would
repeat using a similar activity and adapt the same assessment form for dif-
ferent grades. (T11)
We all know that besides thinking abilities, we need to help our students to
develop good character and personality. We need to help them develop
good moral conduct, social skills, and love of nature and others. Most
teachers consider this our most important mission of teaching. (T1)
(T)hese efforts (of asking students to reflect) enable primary children, who
are chiefly ego-centric, to reflect on their own mindset so as to advance to
a higher level in thinking. (T6)
The Curriculum Journal 565
We think that we should try every effort to ensure that students have
learned some knowledge before the end of every HOT lesson. (T12)
rein on their allocation of time, topics and effort to infuse HOT into regu-
lar teaching. Teachers explained these concerns in the interviews,
With the large class size (around 35 to 40 students), one could hardly pro-
vide adequate guidance to every student. (T6)
Discussion
The current research shows that teaching of HOT in Hong Kong is influ-
enced by intermingled Western and traditional Chinese values in teaching.
Teachers conception of effective HOT teaching is found to be character-
ised by both Western and traditional Chinese (mainly Confucian) values
of teaching. Faced with the practical orientation in Chinese societies,
teachers in Hong Kong are often torn between the aim of high academic
achievement and the teaching of HOT. On the other hand, the findings
show that the conceptions of teachers regarding HOT teaching were com-
paratively narrow or confined. This feature suggests that certain cultural
barriers are still hampering Hong Kong teachers in the post-handover
period.
1. Infusing HOT into subject teaching Teaching with Thinking in the HOT Academic-oriented epistemology: knowledge transmission is
four-dimension model the top priority while development of thinking is a
supplementary input for students
2. Use of group learning approach Teaching with Thinking: structuring
classroom interaction
3. Use of models of thinking or Teaching of Thinking: instructing teachers should have good knowledge of subject content;
thinking tools thinking skills teachers tend to remain teacher-centred when conducting
student-centred initiatives;
teachers could be highly authoritarian to keep absolute
control over the classroom;
teachers emphasises on discipline, order, time control and
obedience for effective teaching
4. The necessity of model answers
5. Plan for manageable lessons
6. Control of the thinking
environment
7. Working to the demand for Achievement-oriented culture: examination success as the goal
assessment for schooling
8. Emphasis on moral development Education should support all students to self-cultivate morally
and character building for the ideal of a gentleman or perfect man.
9. Emphasis on students reflection Teaching about Thinking: helping to
reflect metacognitively
The Curriculum Journal
567
568 S-y.S. Yeung
The importance of a well-planned and orderly lesson. The first three con-
ceptions above illustrate the emphasis of a well-controlled classroom in
traditional Chinese thinking. Teachers in the current study emphasised
the importance of a well-planned and carefully-structured lesson, in which
students are provided with close supervision and instruction, model
answers, feedback and a conclusion. The thinking process was under full
control of the teacher, who had the authority to set students off on think-
ing, monitor their learning pace, and control the content and timing of
student discussion. Hence, this study has confirmed previous findings
(Biggs, 1996b; Chan & Chan, 1999; Tweed & Lehman, 2002) regarding
features of Chinese classroom and teaching as follows:
(1) the faith in hierarchy: respect and docility towards teachers (who
are the superiors in the hierarchy) from students (who are the
juniors);
(2) the belief that teachers represent authority and ought to have
strong content knowledge;
(3) the conviction that teachers have the duty to give students final,
trustworthy answers to their questions (the model answers, in
teachers terms).
to select outstanding educated men. This old practice has become a deep-
seated Chinese value and hence examination success is generally regarded
as the goal of schooling. In Hong Kong, this is still true today. A student
will strive hard all the way up from primary to secondary grades to excel
in examinations and eventually to be enrolled in a university. Although
students only need to sit for one public examination instead of two since
2012 (Hong Kong Examinations and Assessment Authority, 2014), the
tradition that assessment drives teaching and learning remains strong
(Carless & Lam, 2014).
The responsibility of cultivating students moral character. The emphasis
on moral development and character building for teaching of HOT con-
firms the suggestion of researchers who claimed that Chinese teachers
regard themselves as having the multiple roles of cultivating both
students cognitive abilities and moral, social and personal virtues (Bond,
2010; Ho, 2001; Hue, 2007; Li, 2005; Pratt, 1992), This conception reflects
the influence of classical Confucian thought (Li, 2005), which defined
junz (Chinese: ; literally lords child meaning a gentleman or a per-
fect man) as everyones ideal role model and expected education to help
cultivating peoples moral attributes so that they can eventually become
such an ideal person. According to Confucius, a gentleman has all the vir-
tues of ren (Chinese: ; literally benevolence), including filial piety, hon-
esty, sincerity, dutifulness, wisdom, courage, and sympathy, etc. (Chen,
2014; Gao & Watkins, 2002; Lin, 2010; Rainey, 2010; Watson, 2007) and
is expected to act as a moral guide for the rest of the society. Most Chinese
teachers in Hong Kong who were brought up in a Chinese family wish to
be such a role model for students and to cultivate their moral qualities.
The teachers in this study also regard this as one element of good HOT
teaching.
I will not open up the truth to one who is not eager to get knowledge, nor
help out anyone who is not anxious to explain himself. When I have pre-
sented the key concepts of a subject to one who cannot apply them to solve
three other problems, I will not repeat my lesson. (The Analects, 7,8)
The study shows that Hong Kong teachers opt to teach thinking as
skills. By recommending models of thinking as tools to be used, teachers
572 S-y.S. Yeung
political concern that the next generations need to be educated with the
value of national identity and even that of patriotism. But after all, curric-
ulum building for the future should be a global conversation (Yeung,
2012). Teaching children to become effective thinkers is increasingly rec-
ognised as an immediate, global trend of education in recent decades.
Turning to the global market economy, Hong Kong cannot afford to lose
its competitiveness as well as its uniqueness. Moreover, telephone surveys
reveal that the younger generations (aged 18 29) have a stronger commit-
ment to democracy than the older age groups (Chiu, 2010; Hong Kong
Institute of Education, 2013). All these developments may imply real
change in the curriculum conceptions towards the direction of democratic
education. HOT teaching can be a potential mode of curriculum that is
capable of emancipating schools and teachers, and arousing the con-
sciousness of students in society towards a new sociology of knowledge.
Including HOT in the school curriculum is therefore essential for demo-
cratic development of every society (Gardner, 2006). This is as true for
Hong Kong as it is for other places. Persistent efforts to implement think-
ing curriculum will have an impact on every culture.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. Confucius (551 491 BC) was the foremost among Chinas ancient philosophers. His
teachings and thoughts had a profound influence on the development of Chinese history
and left a deep imprint on the Chinese psyche (Lin, 2010). He was born during what is
known as the Spring and Autumn Period (722 480 BC) in Chinese history. That was a
time of tremendous social, economic and political changes. Confucius offered solutions to
these issues. The philosophy of Confucius emphasised personal and governmental moral-
ity, appropriate social relationships, justice and sincerity.
2. The 13 techniques proposed by EDB in Hong Kong include: 6-W thinking skills,
timeline, compare and contrast, attributes listing, six thinking hats, consequences
and sequel, forced connection, considering all factors, other peoples points of view,
guess and match, examining both sides, alternative ways, and predicting all con-
sequences (Tsang, 2012).
3. The Analects, or Lun y u, also known as the Analects of Confucius, is the collection of say-
ings and ideas attributed to the Chinese philosopher Confucius and his contemporaries. It
was believed to have been co-written by Confucius disciples who recollect what their Mas-
ter (Confucius) had said and done (Watson, 2007).
Notes on contributor
Dr Sze-yin Shirley Yeung is currently an assistant professor of the Department of Curriculum
& Instruction at the Hong Kong Institute of Education. Her research interests include curricu-
lum change and implementation, school-based curriculum and evaluation and the infusion of
higher order thinking across curriculum and teaching. She is recently engaged in studying the
implementation of higher order thinking curriculum in regular and small class teaching
The Curriculum Journal 575
settings and the evaluation of the impact of School Self Evaluation (SSE) and External School
Review (ESR) policy to school curriculum and teaching.
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