Lower-order cognitive skills

Zoller, U., Tsaparlis, G. (1997). Higher and lower-order cognitive skills The case of chemistry. Research in Science Education, 27, 117-130. 

It follows from the above that a distinction must be made between problems and exercises, with the latter requiring for their solution only the application of well-known and practiced procedures (algorithms). The skills that are necessary for the solution of exercises are, as a rule, lower-order cognitive skills (LOCS). On the other hand, a real/novel problem requires that the solver must be able to use what have been termed as higher-order cognitive skills (HOCS) (109, 110). 

The second finding relates to the exclusive focus on lower-order cognitive skills (LOGS) and knowledge inside the classroom. Limited illustrations and practical work hampered the students understanding of chemistry and its applications in everyday life. 

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