Science teachers' perceptions of higher order thinking skills

The purpose of this research is to reveal the perceptions of science teachers regarding higher-order thinking skills. Although there are innovative methods and curricula in science education, it is seen that there are problems in practice. It is thought that determining and presenting these problems and making the necessary changes in practice will be effective in gaining higher-order thinking skills in science education. This research is important in terms of focusing on the importance of higher-order thinking in the field of science education and revealing the deficiencies in practice, what needs to be done to develop higher-order thinking, and solution suggestions for the current situation. A case study, one of the qualitative research methods, was used in the research. The study group of the research consists of 25 science teachers working in Seyhan district of Adana province. An interview form consisting of 12 questions was applied to the middle school science teachers who continued to work in the 2023-2024 academic year. Content and descriptive analysis were used to analyze qualitative data. As a result of the research, the participants stated that students who can use higher-order thinking skills are students who can question, solve problems, and think critically, and that they recognize students who can think at higher levels through brainstorming and constructivist learning approach. Positive characteristics that enable the development of higher order thinking skills include free thinking, research, questioning, experimentation, critical and creative thinking, encouraging students, increasing self-confidence, creating awareness, diversity of student profile, ease of access to information at any time with technology, achievements in education programs, educator factor and being open to development. Negative characteristics include traditional teaching methods, test anxiety, oppressive-authoritarian structure, low academic achievement, lack of interest in the course, lack of materials, curriculum intensity, difficulty of implementation, high class size.