Use of logic for improving the higher-order thinking skills of student teachers

This paper is a report on the results of intervention program designed for improving higher-order thinking skills (HOTS) Israeli Arab student teachers. The represents series webinars foundations Aristotelian logic, propositional and some contemporary models informal argumentation. Zoom application was used implementation webinars. research project as pre-/post-test quantitative study with qualitative component. A mixed-item questionnaire two open-ended items to measure participants’ understanding logical reasoning pilot showed good internal reliability scale (α<0.81). Tests argumentation were performed examine actual skills. pre-intervention indicated that many participants from both control groups had vague weak competence. post-intervention data suggested positive changes in group an improvement their planned first one studies aimed at using formal logic foster students’ HOTS.