4 Conditions Triggers the Concept of High-level Thinking

Higher-order thinking skills commonly known in Higher Order Thinking Skills are triggered by four conditions. That is:

1. A particular learning situation that requires a specific learning strategy and cannot be used in other learning situations.
2. Intelligence that is no longer seen as an ability that cannot be changed, but rather the unity of knowledge which is influenced by various factors which consist from the learning environment, strategies and awareness in learning.
3. Understanding of views that have shifted from unidimensional, linear, hierarchical or spiral towards understanding views to multidimensional and interactive.
4. More specific higher-order thinking skills such as reasoning, ability analysis, problem solving, and critical and creative thinking skills.

According to some experts, the definition of higher-order thinking skills is one of them Resnick (1987) is a complex thought process in breaking down matter, making conclusions, build representations, analyze, and build relationships with involves the most basic mental activities. This skill is also used for underscores various high-level processes according to Bloom's taxonomic level. According to Bloom, skills are divided into two parts.
First is skill low levels that are important in the learning process, namely remembering, understand, and apply, and the second is which classified into higher level thinking skills in the form of skills analyze, evaluate and create

Table of contents:

1. High-level Thinking as a Transfer of Knowledge
2. Cognitive Domains
3. Factual knowledge
4. Conceptual knowledge
5. Procedural knowledge
6. Metacognitive knowledge

High-level Thinking Skills as a Transfer of Knowledge

Higher-order thinking skills are closely related to appropriate thinking skills with the cognitive, affective, and psychomotor realms that become a unity within learning and teaching process.

Cognitive Domains

COGNITIVE PROCESS			DEFINITION
C1	LOTS	remembering	Take relevant knowledge from memory
C2		understand	Build the meaning of the learning process, including oral, written and pictorial communications
C3		apply	Perform or use procedures in in an unusual situation
C4	HOTS	analyze	Break down the material into parts and determine how the parts are connected between parts and to the structure or overall goal
C5		evaluate	Make considerations based on criteria or standard
C6		create	Putting the elements together to form a whole coherently or functional; reassemble the elements into in new patterns or structures

The cognitive domain includes the ability of students to repeat or restate concepts / principles that have been learned in the learning process that they have acquired. This process relates to the ability to think, competence in developing knowledge, recognition, understanding, conceptualization, determination and reasoning. The purpose of learning in the cognitive domain according to Bloom is all learning activities into 6 levels according to the lowest level to the highest.
Anderson and Krathwoll through the revised taxonomy have a series of process processes which shows cognitive complexity by adding dimensions knowledge, such as:

• Factual knowledge
  Factual knowledge contains the basic elements that must be students know if they will be introduced to a discipline or to solve any problem in it. The usual elements are symbols that are related to some concrete references, or "symbolic threads" that convey important information. Some largest, factual knowledge occurs at a relatively low level of abstraction. Two part type of factual knowledge is (1) Knowledge terminology includes verbal names and symbols certain non-verbal (for example words, numbers, signs, and Images). (2) Detailed knowledge and specific elements refer to knowledge of events, places, people, dates, information sources, and such.
• Conceptual knowledge
  conceptual knowledge includes schemes, mental models, or explicit and implicit theories in different cognitive psychology models. Conceptual knowledge includes three types: (1) Classification and category knowledge includes categories, classes, divisions, and specific arrangements used in different subjects. (2) Principles and generalizations tend to dominate an academic discipline and is used to study phenomena or solve problems in discipline science. (3) Knowledge theory, models, and structures include knowledge about principles and generalizations along with relationships among those who present a systemic, clear, and unanimous regarding a phenomenon, problem, or subject matter complex.
• Procedural knowledge
  "knowledge of how" to do something. This can range from supplementing fairly routine exercises to solve new problems. Frequent procedural knowledge take the form of a series of steps to be followed. This matter includes knowledge of skills, algorithms, techniques, and methods are collectively referred to as procedures.
• Metacognitive knowledge
  Metacognitive knowledge is knowledge regarding general awareness as well as vigilance and knowledge of one's personal awareness. Emphasis on participants students to be more aware and responsible for knowledge and thinking themselves. The development of the students will become more aware of their own thinking as well as the more they know awareness in general, and when they act in this vigilance, they will tend to study better.

Henceforth, which is about the affective domain, I will discuss in the next opportunity. for now, that's all. and don't forget to always visit dutyfiles ok..