@article {3128357,
	title = {Elements of Teachers{\textquoteright} Pedagogical Knowledge Regarding Instruction of Higher Order Thinking},
	volume = {15},
	year = {2004},
	month = {2004},
	pages = {293 - 312},
	abstract = {This study investigated elements of pedagogical knowledge when students{\textquoteright} higher order thinking was an explicit and focused instructional goal. The findings suggest a model that consists of 6 elements. It seems that, for all these elements, the source of differences between teachers{\textquoteright} various pedagogies may be tracked to the basic distinction between a traditional transmission-of-knowledge approach to instruction versus a reform oriented constructivist approach. The findings portray how these two pedagogies are played out when higher order thinking is viewed as a distinct educational goal. Appropriate activities are insufficient for students{\textquoteright} active thinking. In the absence of adequate pedagogies, teachers adopt algorithmic approaches for teaching thinking that decrease the cognitive demands of tasks. Practical recommendations are discussed.},
	isbn = {1573-1847},
	url = {https://doi.org/10.1023/B:JSTE.0000048332.39591.e3},
	author = {Zohar, Anat}
}
