The HOCS paradigm shift from disciplinary knowledge (LOCS)--to interdisciplinary evaluative, system thinking (HOCS): what should it take in science-technology-environment-society oriented courses, curricula and assessment?
The HOCS paradigm shift from disciplinary knowledge (LOCS)--to interdisciplinary evaluative, system thinking (HOCS): what should it take in science-technology-environment-society oriented courses, curricula and assessment?
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HOCS范式从学科知识（LOCS）到跨学科评价、系统思维（HOCS）的转变：面向科学-技术-环境-社会的课程、课程和评估应该采取什么？
DOI：
10.2166/wst.2004.0480
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
Roland W. Scholz
中科院分区：
文献类型：
--
作者：
Uri Zoller;Roland W. Scholz
鉴于当前世界形势，追求可持续发展以及随之而来的范式转变：从增长到可持续发展，从纠正到预防，从选项选择到选项生成：科学-技术-环境-社会（STES）教育中相应的范式转变是不可避免的。因此，当前全球STES教育改革的本质是有目的地培养学生的高阶认知技能（HOCS）能力；即提出问题、批判性系统思维、决策和解决问题，但以牺牲低阶认知技能（LOCS）为导向的知识的“传递”为代价。这意味着从当代流行的LOCS算法教学到HOCS评价性学习和HOCS推广课程、课程、教学策略和评估方法的范式转变，有望引领评价性思维和迁移。在制定了选定的相关公理之后，STES 研究和可持续教育的重大范式转变已经确定。在 STES 背景下，讨论了科学技术和环境工程教育中从学科学习到跨学科学习的转变，随后选择了成功实施 HOCS 促进课程和评估方法的示例。有人认为，可以而且应该进行可迁移的可持续发展“HOCS 学习”。
Given the current world state of affairs, striving for sustainability and the consequent paradigm shift: growth-to-sustainable development, correction-to-prevention and options selection-to-options generation: the corresponding paradigm shift in science-technology-environment-society (STES) education is unavoidable. Accordingly, the essence of the current reform in STES education, worldwide, is a purposed effort to develop students' higher-order cognitive skills (HOCS) capability; i.e., question-asking, critical system thinking, decision making and problem solving, at the expense of the "delivery" of lower-order cognitive skills (LOCS)-oriented knowledge. This means a paradigm shift from the contemporary prevalent LOCS algorithmic teaching to HOCS evaluative learning and HOCS-promoting courses, curricula, teaching strategies and assessment methodologies, leading, hopefully to evaluative thinking and transfer. Following the formulation of selected relevant axioms, major paradigm shift in STES research and education for sustainability have been identified. The consequent shift, in the STES context, from disciplinary to inter- and transdisciplinary learning, in science technology and environmental engineering education is discussed, followed by selected examples of successfully implemented HOCS-promoting courses, and assessment methodologies. It is argued, that transferable "HOCS learning" for sustainability can and should be done.