Higher order thinking in social science education

The aim of this article is to discuss what kinds higher order thinking are encouraged in social science lessons lower secondary school. study used a research design employed by Klette et al. (2017) with video-taped from education Denmark and Norway. We identified teaching segments that included activities promoting analysed them produce an overview the characteristics cognitively demanding teaching. found several examples students’ thinking, either facilitating student’s interaction complex knowledge or engaging cognitive processes. By analysing selected examples, we relationship between processes was not linear: it seems possible have task little knowledge, simple tasks performed oncomplex knowledge. argue for using two-dimensional model captures as well different types required.