Abstract:

It is hard to develop higher order thinking skills within the educational process without the active role of students; in other words, without specifically designed questions and tasks. Teachers are responsible for stimulating higher order thinking in students, but so are textbooks, which continue to be a fundamental teaching tool in the teaching and learning process. Starting from the fact that Logic, as a school subject, opens up a number of possibilities for acquiring higher order thinking skills and processes, the aim of this paper is to compare the textbook on Logic that had been approved in the year 2000 (and in use since) with the latest textbook on Logic that was created around the new Curriculum for the School Subject of Logic and approved in 2020. The content analysis method aims to detect the extent to which questions and tasks in these textbooks stimulate higher order thinking skills and whether there are differences between the textbooks analyzed. The analysis showed that in the new textbook on Logic we can find questions and tasks that target higher order thinking, which represents a major shift from the older textbook on Logic, where the presence of such types of questions and tasks was not noticed at all.

Keywords:

Learning, textbooks, questions and tasks, teaching.