Primary Students' Core Dimension of Higher Order Thinking in Science: Measurement and Reflections

ABSTRACT Considerable research has been devoted to exploring aspects of higher‐order thinking across various disciplines and in daily life. However, insufficient attention has been paid to synthesizing core dimensions of higher‐order thinking, particularly within subject‐specific contexts. Moreover, there is a lack of reliable and valid methods for assessing core dimensions of higher‐order thinking in science (SHOT). This study aims to develop a method for simultaneously measuring creative and critical thinking through two‐tiered questions that reflect SHOT. In the context of real scientific problems, scientific creative thinking is assessed in Question 1, while scientific critical thinking is assessed in Question 2 derived from Question 1. This approach shifts the cognitive process from divergent thinking to convergent thinking when confronting real scientific issues, distinguishing it from existing instruments that pay attention to a single aspect of higher‐order thinking and focus on outcome‐based measurement. Consequently, a standardized instrument for measuring SHOT is developed, validated, and refined. The study sample consists of 516 students from Grades 2, 4, and 6 in southwest China. The instrument SHOTAPS undergoes refinement through two rounds of pilot testing and validation with a formal test. The results demonstrate strong reliability and validity, as indicated by Rasch measurement indices. In addition, the study investigates trends in students’ SHOT growth. The data reveal a significant increase in SHOT from Grade 2 to Grade 6. This newly developed instrument effectively captures the core dimensions of HOT, accurately reflects the cognitive process of HOT, and can be used to assess and enhance students’ science higher‐order thinking. Finally, this study provides a reference for assessments in subject‐specific contexts that reflect cognitive processes.