@article {103179,
	title = {Teachers\&$\#$39; pedagogical knowledge and instruction of higher order thinking},
	journal = {Megamot},
	volume = {42},
	year = {2002},
	pages = {3-28},
	abstract = {The goal of this article is to expose teachers{\textquoteright} knowledge in the context of the special challenges they face when teaching higher order thinking. The study rationale is that understanding teachers{\textquoteright} knowledge is a prerequisite for designing effective teacher training programs. The study addressed 2 questions: (1) How well do teachers understand their students{\textquoteright} reasoning difficulties? and (2) What do teachers know pedagogically regarding these difficulties? Subjects were 37-83 junior high and high school science teachers. Data was collected during in-service professional development courses using four different methods: audio taping course discussion; work sheets that teachers wrote during the courses; self-report questionnaires in which teachers described lessons they had taught in their own classrooms; and reflective analysis of classroom instruction. The findings show that teachers are proficient in diagnosing students{\textquoteright} thinking difficulties and that they often apply a "transmission of knowledge" pedagogy even when teaching higher order thinking. The consequence of this pedagogy is a decrease in the cognitive level of tasks, which reduces students{\textquoteright} opportunities to engage in active thinking. Teachers{\textquoteright} reflective analysis of classroom instruction revealed several successful and non-successful patterns for treating students{\textquoteright} cognitive difficulties. Implications of the findings for teachers{\textquoteright} professional development are discussed.\&nbsp;\&nbsp;},
	url = {https://www.jstor.org/stable/23657966},
	author = {Zohar A.,}
}
