Enhancing Higher Order Thinking Skills in a Sri Lankan English Medium Instruction Science Classroom: An Action Research

This interventionist action research aimed to enhance Higher-Order-Thinking Skills (HOTs) which are essential for the 21st- century to face unprecedented challenges. The participants were Grade eight students who learn Science through English Medium Instruction (EMI) in a Sri Lankan public school. The study also aimed to address the examination-oriented mindset that prioritizes memorization over critical thinking, and scaffolding language gaps. The pre-intervention questionnaires and pre-tests revealed that students grapple with higher-order questions and primarily rely on lower- order thinking. To address this, “What If” questioning and “Notice and Wonder” techniques were adopted in collaborative group work over five 40-minute lessons to stimulate curiosity and encourage deeper cognitive engagement necessitating peer feedback, consciousness-raising, and co-construction of knowledge. The study combined quantitative statistical analysis of test scores with qualitative thematic analysis of student perceptions about their experiences elicited through questionnaire responses and corroborated through teacher reflection. Results demonstrated a significant improvement in students’ use of HOTs, also evidenced by increased post-test scores and student self-reflective feedback. Students reported enhanced engagement, motivation, and confidence in tackling complex problems, showing the effectiveness of the intervention in initiating, and developing a more analytical/curious mindset. The findings suggest that incorporating these pedagogical strategies into the curriculum can effectively shift focus from rote memorization to critical thinking, better preparing students for 21st-century challenges. This study contributes valuable insights into effective pedagogical approaches for developing HOTs in secondary science education, with potential implications for curriculum development and teaching practices in similar educational contexts. Keywords: Higher Order Thinking; Collaborative Groupwork; English Medium Instruction; action research; science education; Content Language Integrated Learning (CLIL)