HIGHER ORDER THINKING IN PHYSICS EDUCATION (HOT-PHYSICS)
Jens D. Holbech, Poul V., Thomsen, Centre for Studies in Science Education, University of
Aarhus, Aarhus C, Denmark
This paper examines the HOT-Physics project, a Danish educational initiative designed to improve higher-order thinking skills in secondary school students. The researchers identified a significant gap between the pedagogical approach of primary schools and the abstract reasoning required for physics in the “gymnasium” system. Inspired by the CASE project, the study utilised Piagetian and Vygotskian theories to help students transition from concrete to formal operational thinking. Experimental results indicated that students who completed these specialized modules showed significant gains in cognitive development compared to control groups. Consequently, the project aims to help learners move beyond rote formula manipulation toward a deeper conceptual understanding of physical variables. Despite initial implementation challenges, the positive feedback from educators suggests a promising future for this method of science instruction.