ABSTRACT
Much discussion is being held on whether the objective of higher education is to prepare graduates for carrying out their professions or for living in the contemporary society, or rather, it is a pursuit of the Truth within the community of masters and students, and so forth (Baumann 2010). Regardless of the model selected, one of the desired outcomes of each level of education is to develop higher-order cognitive skills (HOCSs). Many publications have been devoted to denitions, the change in the paradigm (Zoller and Scholz 2004), teaching methods (Zoller 1993; Zoller and Pushkin 2007), assessment methods (Kulm 1990; Zoller 2001; Palmer and Devitt 2007), teacher training (Leou et al. 2006), and so forth.
