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Habilidades cognitivas manifestadas por alunos do ensino médio de química em atividades experimentais investigativas; Cognitive skills revealed by secondary education students in investigative laboratory work

Suart, Rita de Cássia
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 11/12/2008 PT
Relevância na Pesquisa
66.53%
Algumas pesquisas em Ensino de Química têm destacado a importância do uso de atividades experimentais investigativas para o desenvolvimento de habilidades cognitivas nos alunos e para sua maior participação no processo de aprendizagem. Os experimentos investigativos são uma das estratégias sugeridas para alcançar esses objetivos. Assim, se os alunos participarem de etapas como: coleta de dados, análise e discussão; poderão formular hipóteses e propor soluções para o problema proposto, desenvolvendo seu raciocínio lógico e habilidades cognitivas importantes para a construção do conhecimento químico e para a sua formação cidadã. Desta forma, a presente pesquisa investigou as habilidades cognitivas manifestadas por alunos do ensino médio de química em atividades experimentais investigativas. Foram gravadas, em áudio e vídeo, quatro seqüências de aulas desta natureza em duas escolas localizadas na cidade de São Paulo. Três seqüências de aulas foram realizadas em uma mesma escola e conduzidas pela mesma professora. Os conceitos abordados foram: densidade e temperatura de ebulição. O conceito de densidade foi desenvolvido em duas turmas, e o conceito de temperatura de ebulição em somente uma delas. O conceito desenvolvido na outra escola foi o de temperatura de fusão. Respostas escritas e os relatórios elaborados pelos alunos também foram coletados e analisados. As aulas foram transcritas e analisadas qualitativamente utilizando categorias de análise criadas pela pesquisadora...

Employer Voices, Employer Demands, and Implications for Public Skills Development Policy

Cunningham, Wendy; Villasenor, Paula
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
56.56%
Educators believe that they are adequately preparing youth for the labor market while employers lament the lack of skills. A possible source of the mismatch in perceptions is that employers and educators have different understandings of the types of skills valued in the labor market. This paper uses economics and psychology literature to define four skills sets: socio-emotional, higher-order cognitive, basic cognitive, and technical skills. The paper reviews the literature that quantitatively measures employer skill demand, as reported in preference surveys. A sample of 28 studies reveals remarkable consistency across the world in the skills demanded by employers. Although employers value all skill sets, there is a greater demand for socio-emotional and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across economy size and level of development, sector, export-orientation, and occupations. Employers perceive that the greatest skills gaps are in socio-emotional and technical skills. These findings suggest the need to re-conceptualize education and training systems. Taking into consideration the developmental process to acquire the skills identified by employers...

The Determinants of Wealth and Gender Inequity in Cognitive Skills in Latin America

Macdonald, Kevin; Barrera, Felipe; Guaqueta, Juliana; Patrinos, Harry Anthony; Porta, Emilio
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
66.35%
Wealth and gender inequity in the accumulation of cognitive skills is measured as the association between subject competency and wealth and gender using the OECD s Programme for International Student Assessment. Wealth inequity is found to occur not through disparate household characteristics but rather through disparate school characteristics; little evidence is found of an association between wealth and competency within schools. Weak evidence is found of wealth mitigating gender differences through school characteristics. These findings suggest that wealth inequity in the accumulation of cognitive skills is almost exclusively associated with disparate school characteristics and that disparate school characteristics may play a role in accentuating gender inequity.

The Skills Road : Skills for Employability in Uzbekistan

Ajwad, Mohamed Ihsan; Abdulloev, Ilhom; Audy, Robin; Hut, Stefan; de Laat, Joost; Kheyfets, Igor; Larrison, Jennica; Nikoloski, Zlatko; Torracchi, Federico
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
56.45%
This report addresses a fundamental question facing policymakers in Uzbekistan: are worker skills hindering employment outcomes? The main finding of the report is that, indeed, worker skills gaps are hindering employment outcomes in Uzbekistan. In fact, employers—particularly formal sector employers—seek workers who possess both cognitive and non-cognitive skills. The higher employability and higher wage rates among higher skilled workers is mostly explained by the use of those skills in workplaces. But, skills gaps persist, leading a large share of employers to report shortages of high-skilled workers. These shortages are resulting in high wage premiums—tertiary graduates earn on average 55 percent more than similar workers with a general secondary education. However, large variations in observed skills among adults with the same level of educational attainment indicate that formal education is failing too many people. The report outlines weaknesses in the way skills are formed in Uzbekistan. While skills are developed during different stages in the life cycle and a host of actors are involved—families, for example, play a central role—the education and training system has a mixed record in skill formation. The report argues that the government could do more to align the skills imparted through the education and training system with the needs of employers. The government can also do more to get children off to the right start by investing in early childhood development...

The Skills Road : Skills for Employability in Tajikistan

Ajwad, Mohamed Ihsan; Hut, Stefan; Abdulloev, Ilhom; Audy, Robin; de Laat, Joost; Kataoka, Sachiko; Larrison, Jennica; Nikoloski, Zlatko; Torracchi, Federico
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
56.54%
This report addresses a fundamental question facing policy makers in Tajikistan: is the current level of worker skills hindering employment outcomes? Using a unique household survey, the study finds that skills are valued in Tajikistan’s labor market, yet skills gaps persist. Jobs have been created in more knowledge-intensive occupations and in the service sector as opposed to the more traditional manual jobs, and employment outcomes are stronger for workers with better skills. Analysis of worker skills shows that workers with better cognitive and non-cognitive skills are typically more likely to have the highly sought-after formal sector jobs; and in fact make more frequent and intense use of mathematics and reading skills on the job. Furthermore, workers with better non-cognitive skills tend to become supervisors. The study finds that there are large variations in observed skills among those with the same level of educational attainment, indicating that formal education is failing too many people even though skills are developed during different stages in the life cycle and a host of actors are involved—families, for example, play a central role. The report’s conclusion is that the government could shift the focus from providing access to educational institutions and instead focus on providing the skills (cognitive...

The Skills Road : Skills for Employability in the Kyrgyz Republic

Ajwad, Mohamed Ihsan; de Laat, Joost; Hut, Stefan; Larrison, Jennica; Abdulloev, Ilhom; Audy, Robin; Nikoloski, Zlatko; Torracchi, Federico
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
56.55%
This report is about education, skills, and labor market outcomes in the Kyrgyz Republic. The report shows that skills are valued in the Kyrgyz Republic labor market, yet skills gaps persist. Three findings are particularly noteworthy. First, higher skilled youth have better employment outcomes, meaning that youth with more cognitive and non-cognitive skills are more likely to be employed than inactive or discouraged youth. Second, workers with higher cognitive and non-cognitive skills are more likely to use those skills in their daily work. Third, workers with higher skills—cognitive skills especially—tend to have higher quality (formal sector, less repetitive tasks, less physical work) jobs. However, large variations in observed skills among those with the same level of educational attainment indicate that formal education is failing too many people, even though skill development occurs at different stages in the life cycle and a host of actors are involved—families, for example, play a central role. The report argues that the government could shift some of its focus from providing access to educational institutions and instead focus on providing the skills (cognitive, non-cognitive, and technical) students need to succeed as adults. The government can also do more to get children off to the right start by investing in early childhood development programs...

Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model

Guerra, Nancy; Modecki, Kathryn; Cunningham, Wendy
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
EN_US
Relevância na Pesquisa
56.41%
Although there is a general agreement in the literature of the importance of social-emotional skills for labor market success, there is little consensus on the specific skills that should be acquired or how and when to teach them. The psychology, economics, policy research, and program implementation literatures all touch on these issues, but they are not sufficiently integrated to provide policy direction. The objective of this paper is to provide a coherent framework and related policies and programs that bridge the psychology, economics, and education literature, specifically that related to skills employers value, non-cognitive skills that predict positive labor market outcomes, and skills targeted by psycho-educational prevention and intervention programs. The paper uses as its base a list of social-emotional skills that employers value, classifies these into eight subgroups (summarized by PRACTICE), then uses the psychology literature -- drawing from the concepts of psycho-social and neuro-biological readiness and age-appropriate contexts -- to map the age and context in which each skill subset is developed. The paper uses examples of successful interventions to illustrate the pedagogical process. The paper concludes that the social-emotional skills employers value can be effectively taught when aligned with the optimal stage for each skill development...

Workforce Skills in the Eyes of the Employers

Rutkowski, Jan
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
56.34%
The objective of this note is to present the results of the recently completed employer skills survey, and to discuss their policy implications. The analysis finds that there is a skills shortage in Georgia despite high unemployment. It is difficult for employers, especially in the modern sector, to find workers with the required skills. Employers demand not only ‘hard’ technical skills, but also ‘soft’ social and behavioural skills (such as openness to experience) as well as higher-order cognitive skills (such as problem solving and creative thinking). And these are the skills that young Georgians often lack. Box one summarizes the main results of the analysis and shows the core employability skills that young workers lack most often. The note is organized as follows. Section one looks at the supply of and demand for skills, and shows that, despite high unemployment, there is a skills shortage. Section two examines the demand for skills more closely. It identifies skills that determine the employers hiring decisions...

Demand for Skills

Rutkowski, Jan J.
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
56.42%
This note summarizes the main findings of the STEP Employer Skills Survey carried out in Azerbaijan in 2013. The note argues that there is a skills shortage in Azerbaijan. Azeri employers claim that it is difficult to find workers with required skills. The shortage is particularly pronounced in the case of modern, innovative firms, which tend to required more advanced skills. The education system does not meet the needs of the majority of employers. In particular, it does not equip young workers with the practical skills that are required in the workplace, and with knowledge that is up-to-date. The note finds that employers seek not only technical, job-specific skills but also cognitive skills (such as literacy, numeracy and problem solving) and adequate socio-behavioural skills (such as communication, teamwork, leadership and ability to work independently). Conscientiousness stands out as a personality trait that is critical for employability. Unfortunately, many young job applicants lack the skills demanded by employers. The key employability skills that young workers are most frequently lacking include job-specific technical skills...

Beyond Qualifications; Returns to Cognitive and Socio-Emotional Skills in Colombia

Acosta, Pablo; Muller, Noel; Sarzosa, Miguel
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Working Paper; Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
56.49%
This paper examines the relationship between individuals’ skills and labor market outcomes for the working-age population of Colombia’s urban areas. Using a 2012 unique household survey, the paper finds that cognitive skills (aptitudes to perform mental tasks such as comprehension or reasoning) and socio-emotional skills (personality traits and behaviors) matter for favorable labor market outcomes in the Colombian context, although they have distinct roles. Cognitive skills are greatly associated with higher earnings and holding a formal job or a high-qualified occupation. By contrast, socio-emotional skills appear to have little direct influence on these outcomes, but play a stronger role in labor market participation. Both types of skills, especially cognitive skills, are largely associated with pursuing tertiary education. The analysis applies standard econometric techniques as a benchmark and structural estimations to correct for the measurement error of skill constructs.

Developing Skills for Innovative Growth in the Russian Federation

World Bank; National Research University – Higher School of Economics
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
EN_US
Relevância na Pesquisa
56.45%
Over the past decade Russia has experienced stable economic growth with Gross Domestic Product (GDP) growing by 7 percent per year from 1998 to 2007. While the nation still enjoys a relatively healthy growth rate, analysis shows that the sources for the future growth are limited and to boost growth Russia should rely on increasing labor productivity. Improving productivity will impose new demands on Russia's workforce requiring better skills to satisfy the needs of economy growth. The international business environment survey reports that Russia's private sector considers the lack of skills and education of workers to be the most severe constraint on its expansion and growth. Despite the very high level of formal education attained by Russian workers the problem behind this may be explained by the current quality and content of education, which does not develop the necessary skills and competences demanded by the labor market. This report examines the reasons and the consequences of this skills deficit, which constrain productivity and limits innovation ultimately stifling accelerated economic growth in Russia. The objectives of the report are: 1) to deepen the understanding of the structure and composition of this skills deficit by analyzing in detail the demand for and supply of particular cognitive and non-cognitive skills; 2) to review the capacity and problems of the current systems for skills provision in Russia both through the public and private provision thereby identifying some of the underlying reasons for this skills gap; and 3) to support the development of evidence-based policy making in professional education and training...

Skills for Quality Jobs and Development in Lao PDR : A Technical Assessment of the Current Context

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH; EN_US
Relevância na Pesquisa
56.41%
Lao has embarked on an ambitious plan to transform its economy, reduce poverty, and graduate from least developed country status by 2020. The objectives of this report are 1) to provide critical information to the Government of Lao PDR (GoL) about existing skills gaps in Lao; 2) to provide the GoL and the steering committee that will revise the Human Resource Development Strategy 2000-2020 (and link it to the 8th NSEDP) with evidence of the current skills situation in the country, to better inform decisions and human resource planning for the future; and 3) to provide the GoL, the World Bank, and other development partners a baseline of skills indicators against which to measure progress going forward. Lao's economic growth has led to increased demand for workers at all skill levels, but employers have a difficult time finding workers to meet that demand. The lack of skills among the workforce is the most commonly cited constraint. The first priority will be to increase the limited flow of students progressing to higher education levels...

Developing Skills for Economic Transformation and Social Harmony in China : A Study of Yunnan Province

Liang, Xiaoyan; Chen, Shuang
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research
EN_US
Relevância na Pesquisa
56.39%
It starts with a demand-side analysis in chapter two, examining historical trends in demand for skills, revealing the types of skills in demand, and projecting future demand for skills driven by economic growth and policy development. Chapter two also highlights the emerging skills shortages and mismatches in Yunnan. The rest of the report focuses on the access, quality, and relevance of Yunnan's education and training system and how effective it is in supplying the skills in demand. An overview of Yunnan's formal and non-formal education and training system is presented in chapter three. Chapter four focuses on the formal Technical and Vocational Education and Training (TVET) system, examining its governance, industry participation, curriculum reforms, quality assurance, and finances. Analysis of the formal education and training system focuses mainly on secondary and tertiary TVET. Chapters five and six address two major training programs outside the formal education system: non-formal training for rural workers and work-based training for urban workers, both of strategic importance. Finally, chapter seven draws on lessons from the Shanghai Program for International Student Assessment, or PISA to demonstrate the role of schools in developing the cognitive skills of 15-year-olds. The report concludes with a summary of findings and a set of policy recommendations for meeting the skills challenges and improving the education and training system.

Effects of Early-Life Exposure to Sanitation on Childhood Cognitive Skills : Evidence from India's Total Sanitation Campaign

Spears, Dean; Lamba, Sneha
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
66.39%
Early life health and net nutrition shape childhood and adult cognitive skills and human capital. In poor countries -- and especially in South Asia -- widespread open defecation without making use of a toilet or latrine is an important source of childhood disease. This paper studies the effects on childhood cognitive achievement of early life exposure to India's Total Sanitation Campaign, a large government program that encouraged local governments to build and promote use of inexpensive pit latrines. In the early years of the program studied here, the TSC caused six-year-olds exposed to it in their first year of life to be more likely to recognize letters and simple numbers. The results suggest both that open defecation is an important threat to the human capital of the Indian labor force, and that a program feasible to low capacity governments in developing countries could improve average cognitive skills.

The role of cognitive skills in economic development revisited.

Breton, Theodore R.
Fonte: Escola de Administração, Finanças e Tecnologia Publicador: Escola de Administração, Finanças e Tecnologia
Tipo: workingPaper; Documento de trabajo de investigación; draf
ENG
Relevância na Pesquisa
56.18%
Students’ test scores at ages 9 to 15 are a measure of their skills as workers five to 55 years later. Using historic data on test scores and school attendance, I calculate the share of workers in 2005 that could have scored above 400 and above 600 in 45 countries. I find that the share above 400 and average schooling attainment cause national income, while the share above 600 and the share with post-secondary schooling do not. Implicitly the best long-term development strategy for poor countries is to increase the share of students who complete primary and secondary schooling.; Students’ test scores at ages 9 to 15 are a measure of their skills as workers five to 55 years later. Using historic data on test scores and school attendance, I calculate the share of workers in 2005 that could have scored above 400 and above 600 in 45 countries. I find that the share above 400 and average schooling attainment cause national income, while the share above 600 and the share with post-secondary schooling do not. Implicitly the best long-term development strategy for poor countries is to increase the share of students who complete primary and secondary schooling.

Development of Learning Modules to Enhance Students' Higher-Order Cognitive Skills

Crowe, Alison J.
Fonte: International Society for the Scholarship of Teaching and Learning Publicador: International Society for the Scholarship of Teaching and Learning
Tipo: Conferência ou Objeto de Conferência
EN_US
Relevância na Pesquisa
66.46%
Bloom’s Taxonomy of cognitive domains is a well-defined and broadly accepted tool for categorizing types of thinking into six different levels: knowledge, comprehension, application, analysis, synthesis and evaluation. It is commonly accepted that memorization and recall (knowledge-level skills) are lower order cognitive skills that require only a minimum level of understanding, whereas the application of knowledge and critical thinking (application, analysis, synthesis & evaluation-level skills) are higher order cognitive skills that require deep conceptual understanding. In our Biology department we have begun introducing students to Bloom’s taxonomy during the introductory series to help students recognize the different levels of thinking they will need to master to succeed in the curriculum. First, we indicate on our exams the Bloom’s level required to successfully answer each question (e.g. knowledge or application) and then provide students with the overall “Bloom’s distribution” for the exam i.e. what percentage of the questions require lower-order versus higher-order cognitive skills. To aid students in identifying the levels that are most challenging for them, we are piloting a program that provides students with their individual “Bloom’s score” after each exam. The Bloom’s score indicates how well they performed on questions requiring different levels of Bloom’s. Typically students receive Bloom’s scores that are high for knowledge and comprehension and lower for one or more higher-order cognitive skills. Once these challenging areas have been identified...

Análise das habilidades cognitivas requeridas dos candidatos ao cargo de contador na Administração Pública Federal, utilizando-se indicadores fundamentados na visão da Taxonomia de Bloom; Analysis of cognitive skills required from candidate accountants in the brazilian Federal Public Administration, using indicators based on Bloom's Taxonomy

Santana Junior, Jorge José Barros de; Pereira, Dimmitre Morant Vieira Gonçalves; Lopes, Jorge Expedito de Gusmão
Fonte: Universidade de São Paulo. Escola de Economia, Administração e Contabilidade Publicador: Universidade de São Paulo. Escola de Economia, Administração e Contabilidade
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; Formato: application/pdf
Publicado em 01/04/2008 POR
Relevância na Pesquisa
56.16%
O presente estudo objetiva detectar, através dos seis níveis de conhecimento da Taxonomia de Bloom, qual a tendência das habilidades cognitivas requeridas, quando da demanda por profissionais contadores pela Administração Direta e Indireta da União, utilizando-se da análise das questões de algumas recentes provas de concursos (1999 a 2006), o que evidenciará um perfil de desempenho intelectual delineado por esse setor público. A partir dessa análise, busca-se fazer uma reflexão sobre os caminhos a serem percorridos, para que o profissional contador possa atingir as demandas de desempenho intelectual exigidas pelo atual cenário de desenvolvimento tecnológico e econômico mundial. O artigo foi desenvolvido utilizando-se do método indutivo, mediante pesquisas bibliográficas e documentais, além de técnicas de investigação estatística. Aborda-se o histórico das últimas mudanças ocorridas no mercado profissional, em especial do setor público, e o entendimento dos fundamentos da Taxonomia de Bloom, apresentando como proposta alguns indicadores de aprendizagem mais voltados para uma realidade atual. O resultado da pesquisa demonstrou que não se está exigindo dos candidatos ao cargo de contador (ou com especialidade em contabilidade) os mais altos indicadores de habilidades cognitivas. Verifica-se...

Expertise and perceptual-cognitive performance in soccer: a review

Casanova,Filipe; Oliveira,José; Williams,Mark; Garganta,Júlio
Fonte: Faculdade de Desporto da Universidade do Porto Publicador: Faculdade de Desporto da Universidade do Porto
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 EN
Relevância na Pesquisa
56.35%
This review characterizes the importance of game intelligence between soccer players of different competition levels and according to a specific positional field status. However, research evidence on this topic is inconclusive and in some reports the importance of the perceptual-cognitive skills in the anticipation and decision-making performance remains unclear. Our intention is merely informative and indicative of the surrounding literature on the sport expertise, with the particular interest on the perceptual-cognitive performance, than depreciate some researches or taking part of some currents. Obviously that the variance in performance between soccer teams or players is depending of a several factors, like as anthropometric and physiological profiles, but one of the main factor that we want to include in the sport context is the perceptual-cognitive skills, such as visual search behaviour and the knowledge of situational probabilities. The aims of the present article are: (i) to define and to contextualize the different terminology used in this specific domain; (ii) to typify the different perceptual-cognitive skills that seems to bring on soccer players` performance; and (iii) to provide some future research guidelines.

Students' competence in some problem solving skills throughout their B.Sc. course

Selvaratnam,Mailoo
Fonte: South African Journal of Chemistry Publicador: South African Journal of Chemistry
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
56.48%
The main objective of the study was to test students' competence, throughout all their years (first, second and final years) of a B.Sc. course, in five important types of problem solving skills: information processing skills; skills concerning equations; graphical skills; three-dimensional visualization skills and inverse proportion reasoning skills. The study method used was the analysis of students' solutions to carefully designed questions. Students' performance was found to be poor for most of the skills tested. For example, more than half of all the students tested could not deduce information organized in equations, transform quantitative information in statements into equations and use inverse-proportion reasoning to do a calculation; and about a quarter of the students could not combine two equations and also could not visualize three-dimensionally the drawing of a cube. The study also showed that there wasn't much improvement in cognitive skills as students progressed from year to year. This suggests insufficient emphasis being placed on training students in cognitive skills in their courses. Since the development of students' competence in cognitive abilities should be an important objective of education courses, there is a need for explicitly identifying important cognitive skills and strategies and training students in them. Such training should be integrated with the teaching of content knowledge.

High school Physical Sciences teachers' competence in some basic cognitive skills

Selvaratnam,Mailoo
Fonte: South African Journal of Chemistry Publicador: South African Journal of Chemistry
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
66.49%
The successful implementation of the national high school Physical Sciences curriculum in South Africa, which places strong emphasis on critical thinking and reasoning abilities of students, would need teachers who are competent in cognitive skills and strategies. The main objectives of this study were to test South African high school Physical Sciences teachers' competence in the cognitive skills and strategies needed for studying Physical Sciences effectively and also to identify possible reasons for their difficulties and suggest methods for overcoming them. The study method used was the analysis of teachers' answers to questions that were carefully designed to test competence in explanation skills, mathematical skills, graphical skills, three-dimensional visualization skills, information-processing skills and reasoning skills. Seventy-three teachers from about 50 Dinaledi schools in the North West and Kwazulu-Natal provinces were tested. Teachers' competence was found to be poor in most of the skills tested. About 40 % (average performance in all 14 test questions) of them had difficulty in answering the questions. Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need therefore exists for training teachers to increase their competence in the cognitive skills and strategies that are needed for studying science effectively.