Cultivating Higher-Order Thinking in High School Chemistry through Contextualized Instruction: A Case Study of “Amount of Substance”

DOI

10.2991/978-2-38476-551-5_31How to use a DOI?

Keywords

Higher-Order Thinking (HOT); Contextualized Instruction; Amount of Substance

Abstract

Higher-order thinking (HOT), distinct from the prevailing score-centric educational paradigm, represents a unified capacity encompassing divergent thinking, inductive reasoning, and innovative thought. This paper elucidates the critical importance of HOT for high school chemistry learning and the transformation of knowledge into practical ability. It advocates for the integration of HOT cultivation throughout the teaching process. Using the concept of “amount of substance” as an exemplar, the study presents strategies for creating instructional contexts to foster HOT, offering valuable insights for pedagogical practice.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yuying Yang
AU  - Yanqiu Shao
PY  - 2026
DA  - 2026/03/26
TI  - Cultivating Higher-Order Thinking in High School Chemistry through Contextualized Instruction: A Case Study of “Amount of Substance”
BT  - Proceeding of 2025 8th International Conference on Humanities Education and Social Sciences (ICHESS 2025)
PB  - Atlantis Press
SP  - 277
EP  - 282
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-551-5_31
DO  - 10.2991/978-2-38476-551-5_31
ID  - Yang2026
ER  -