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Abstract This study aims to predict science teachers- familiarity on high order thinking skills (hot). As many as 44 members of science teacher community in a district in East Java volunteered to participate in this study. Data were collected using some common keywords in science learning in the form of multiple choice test and questioner, and analyzed descriptively using content analysis. The results showed that: 1) more than half of teachers are not familiar with hot, although they have often heard the terms, 2) conceptually, less than 50% of teachers are familiar with the type of hot skills, but are quite familiar with its application in learning, and 3) teachers are quite familiar with terms related hot in classroom, but are still have difficulty explaining the learning that stimulates hot among student. To train student to think hot, it is not sufficient to just be familiar with the term but must understand and able to operate it sustainably and consistently.