The HOCS paradigm shift from disciplinary knowledge (LOCS) - to interdisciplinary evaluative, system thinking (HOCS): what should it take in science-technology-environment-society oriented courses, curricula and assessment?

摘要: Given the current world state of affairs, striving for sustainability and consequent paradigm shift: growth-to-sustainable development, correction-to-prevention options selection-to-options generation: corresponding shift in science-technology-environment-society (STES) education is unavoidable. Accordingly, essence reform STES education, worldwide, a purposed effort to develop students' higher-order cognitive skills (HOCS) capability; i.e., question-asking, critical system thinking, decision making problem solving, at expense “delivery” lower-order (LOCS)-oriented knowledge. This means from contemporary prevalent LOCS algorithmic teaching HOCS evaluative learning HOCS-promoting courses, curricula, strategies assessment methodologies, leading, hopefully thinking transfer. Following formulation selected relevant axioms, major research have been identified. The shift, context, disciplinary inter- transdisciplinary learning, science technology environmental engineering discussed, followed by examples successfully implemented methodologies. It argued, that transferable “HOCS learning” can should be done.