The Potential Benefits of Multimedia Information Representation in Enhancing Students’ Critical Thinking and History Reasoning
This paper discusses the potential benefits of an
interactive multimedia information representation in enhancing
students’ critical thinking aligned with history reasoning in learning
history amongst Secondary School students in Malaysia. Two modes
of multimedia information representation were implemented;
chronologic and thematic information representations. A qualitative
study of an unstructured interview was conducted among two history
teachers, one history education lecturer, two i-think experts, and five
students from Form Four secondary school. The interview was to
elicit their opinions on the implementation of thinking maps and
interactive multimedia information representation in history learning.
The key elements of the interactive multimedia (e.g. multiple media,
user control, interactivity and use of timelines and concept maps)
were then considered to improve the learning process. Findings of the
preliminary investigation reveal that the interactive multimedia
information representations have the potential benefits to be
implemented as an instructional resource in enhancing students’
higher order thinking skills (HOTs). This paper concludes by giving
suggestions for future work.
[1] Sofos, M. “Critical Thinking - a Historical Overview. Develepment of
Critical Thinking for Successful Future Career in EU: Practical
Approach”. Retrieved 21 August 2014, from http://www.sdcentras.lt/
mind/CThistorical.pdf, 2004.
[2] Suthers, D. D., & Hundhausen, C. D, “An experimental study of the
effects of representational guidance on collaborative learning processes”.
Journal of the Learning Sciences, 12(2), 183–218, 2003.
[3] Masariah Bt Mispari, “Konsep Pentakrihan Dalam Sejarah”.
Persidangan Kebangsaan MGCM 2007. Malaysia, pp. 139-149, 2007.
[4] Jabar, Baharuddin, “Pelaksanaan Kemahiran Pemikiran Sejarah dalam
Pengajaran Guru-guru Sejarah: Satu Kajian Kes di Daerah Hilir Perak.
In: Menanggapi keberkesanan dan perubahan.” Penerbit Universiti
Pendidikan Sultan Idris, pp. 1-24, 2006.
[5] Terrie, E, “Preparing History Teachers to Develop Young People's
Historical Thinking”. Retrieved, April 22, 2014, from
http://www.historians.org/publications-and-directories/perspectives-onhistory/
may-2012/possibilities-of-pedagogy/preparing-history-teachersto-
develop-young-peoples-historical-thinking, 2012.
[6] Van Drie, J, C van Boxtel, J Jaspers, & G Kanselaar, “Effects of
representational guidance on domain specific reasoning in CSCL”.
Computers in Human Behavior, 2005.
[7] Van Drie, J, C van Boxtel, J Jaspers, & Van der L. “Stimulating deep
processing in a collaborative learning”. Social interaction in learning and
instruction: the meaning of discourse for the construction of knowledge
environment, 2000.
[8] De Westelinck, K., & Valcke, M. “The impact of external graphical
representations in different knowledge domains: Is there a specific
effect?” In L. Verschaffel, E. DeCorte, G. Kanselaar & M. Valcke
(Eds.), Powerful environments for promoting deep conceptual and
strategic learning. Studia Paedagogical (pp. 213-232). Leuven:
University Press, 2005.
[9] Barton, K.C, “Making Connections.” In Researching History Education:
Theory, Method and Context, 148-56. New York: Routledge, 2008.
[10] Deborah, S, J. "Time" Activities from the Mundane to the
Sophisticated”. Retrieved 12, August, 2014 from
http://nationalhumanitiescenter.org/ows/seminars/tcentury/TimeActivitie
s.pdf, 2011.
[11] Prangsma, M. A, “Multimodal representations in collaborative history
learning”. Dissertation Utrecht University. Retrieved, April 22, 2014,
from http://igitur-archive.library.uu.nl/dissertations/2007-0620
201655/UUindex.html, 2007.
[12] Barton, K. C. “'Oh, that's a tricky piece!': Children, mediated action, and
the tools of historical time”. Elementary School Journal, 103, 161-185,
2002.
[13] Barton, K. C. “Narrative Simplifications in Elementary Children’s
Historical Understanding.” In Teaching and Learning History. Advances
in Research on Teaching 6, edited by J. Brophy, 51-83. Greenwich,
Connecticut: JAI Press, 1996.
[14] Van Boxtel, C., & Van Drie, J. (2004). “Historical reasoning: A
comparison of how experts and novices contextualise historical
sources”. International Journal of Historical Learning, Teaching and
Research, 4(2), 89–97. Retrieved from
http://www.ex.ac.uk/historyresource/journalstart.htm.
[15] Brian, S. & Leah,H, “Aiding Students Understanding Of History
Through A Thematic Approach”. Retrieved 29, April, 2014, from
http://digitalcommons.iwu.edu/cgi/viewcontent.cgi?article=2630&conte
xt=jwprc, 2010
[16] Fogarty, R, “Problem Based Learning and Other Curriculum Models for
the Multiple Intelligences Classroom Australia: Hawker Brownlow
Education”, 1997.
[17] Jensen, E, “Brain-based learning: The new science of teaching and
training”. San Diego, CA: The Brain Store, 2000
[18] Caine, R. N., & Caine, G. “Teaching and the human brain. Alexandria:
Association for Supervision and Curriculum Development”, 1991.
[19] Davies. M, & Rajni, S , “A Programmatic Approach to Teaming and
Thematic Instruction”. Retrieved, April 22, 2014, from
http://www.napomle.org/May2010symposium/A%20Programmatic%20
Approach%20to%20Teaming%20and%20Interdisciplinary%20Instructi
on.pdf, 2010.
[1] Sofos, M. “Critical Thinking - a Historical Overview. Develepment of
Critical Thinking for Successful Future Career in EU: Practical
Approach”. Retrieved 21 August 2014, from http://www.sdcentras.lt/
mind/CThistorical.pdf, 2004.
[2] Suthers, D. D., & Hundhausen, C. D, “An experimental study of the
effects of representational guidance on collaborative learning processes”.
Journal of the Learning Sciences, 12(2), 183–218, 2003.
[3] Masariah Bt Mispari, “Konsep Pentakrihan Dalam Sejarah”.
Persidangan Kebangsaan MGCM 2007. Malaysia, pp. 139-149, 2007.
[4] Jabar, Baharuddin, “Pelaksanaan Kemahiran Pemikiran Sejarah dalam
Pengajaran Guru-guru Sejarah: Satu Kajian Kes di Daerah Hilir Perak.
In: Menanggapi keberkesanan dan perubahan.” Penerbit Universiti
Pendidikan Sultan Idris, pp. 1-24, 2006.
[5] Terrie, E, “Preparing History Teachers to Develop Young People's
Historical Thinking”. Retrieved, April 22, 2014, from
http://www.historians.org/publications-and-directories/perspectives-onhistory/
may-2012/possibilities-of-pedagogy/preparing-history-teachersto-
develop-young-peoples-historical-thinking, 2012.
[6] Van Drie, J, C van Boxtel, J Jaspers, & G Kanselaar, “Effects of
representational guidance on domain specific reasoning in CSCL”.
Computers in Human Behavior, 2005.
[7] Van Drie, J, C van Boxtel, J Jaspers, & Van der L. “Stimulating deep
processing in a collaborative learning”. Social interaction in learning and
instruction: the meaning of discourse for the construction of knowledge
environment, 2000.
[8] De Westelinck, K., & Valcke, M. “The impact of external graphical
representations in different knowledge domains: Is there a specific
effect?” In L. Verschaffel, E. DeCorte, G. Kanselaar & M. Valcke
(Eds.), Powerful environments for promoting deep conceptual and
strategic learning. Studia Paedagogical (pp. 213-232). Leuven:
University Press, 2005.
[9] Barton, K.C, “Making Connections.” In Researching History Education:
Theory, Method and Context, 148-56. New York: Routledge, 2008.
[10] Deborah, S, J. "Time" Activities from the Mundane to the
Sophisticated”. Retrieved 12, August, 2014 from
http://nationalhumanitiescenter.org/ows/seminars/tcentury/TimeActivitie
s.pdf, 2011.
[11] Prangsma, M. A, “Multimodal representations in collaborative history
learning”. Dissertation Utrecht University. Retrieved, April 22, 2014,
from http://igitur-archive.library.uu.nl/dissertations/2007-0620
201655/UUindex.html, 2007.
[12] Barton, K. C. “'Oh, that's a tricky piece!': Children, mediated action, and
the tools of historical time”. Elementary School Journal, 103, 161-185,
2002.
[13] Barton, K. C. “Narrative Simplifications in Elementary Children’s
Historical Understanding.” In Teaching and Learning History. Advances
in Research on Teaching 6, edited by J. Brophy, 51-83. Greenwich,
Connecticut: JAI Press, 1996.
[14] Van Boxtel, C., & Van Drie, J. (2004). “Historical reasoning: A
comparison of how experts and novices contextualise historical
sources”. International Journal of Historical Learning, Teaching and
Research, 4(2), 89–97. Retrieved from
http://www.ex.ac.uk/historyresource/journalstart.htm.
[15] Brian, S. & Leah,H, “Aiding Students Understanding Of History
Through A Thematic Approach”. Retrieved 29, April, 2014, from
http://digitalcommons.iwu.edu/cgi/viewcontent.cgi?article=2630&conte
xt=jwprc, 2010
[16] Fogarty, R, “Problem Based Learning and Other Curriculum Models for
the Multiple Intelligences Classroom Australia: Hawker Brownlow
Education”, 1997.
[17] Jensen, E, “Brain-based learning: The new science of teaching and
training”. San Diego, CA: The Brain Store, 2000
[18] Caine, R. N., & Caine, G. “Teaching and the human brain. Alexandria:
Association for Supervision and Curriculum Development”, 1991.
[19] Davies. M, & Rajni, S , “A Programmatic Approach to Teaming and
Thematic Instruction”. Retrieved, April 22, 2014, from
http://www.napomle.org/May2010symposium/A%20Programmatic%20
Approach%20to%20Teaming%20and%20Interdisciplinary%20Instructi
on.pdf, 2010.
@article{"International Journal of Business, Human and Social Sciences:68527", author = "Ang Ling Weay and Mona Masood", title = "The Potential Benefits of Multimedia Information Representation in Enhancing Students’ Critical Thinking and History Reasoning", abstract = "This paper discusses the potential benefits of an
interactive multimedia information representation in enhancing
students’ critical thinking aligned with history reasoning in learning
history amongst Secondary School students in Malaysia. Two modes
of multimedia information representation were implemented;
chronologic and thematic information representations. A qualitative
study of an unstructured interview was conducted among two history
teachers, one history education lecturer, two i-think experts, and five
students from Form Four secondary school. The interview was to
elicit their opinions on the implementation of thinking maps and
interactive multimedia information representation in history learning.
The key elements of the interactive multimedia (e.g. multiple media,
user control, interactivity and use of timelines and concept maps)
were then considered to improve the learning process. Findings of the
preliminary investigation reveal that the interactive multimedia
information representations have the potential benefits to be
implemented as an instructional resource in enhancing students’
higher order thinking skills (HOTs). This paper concludes by giving
suggestions for future work.
", keywords = "Multimedia Information Representation, Critical
Thinking, History Reasoning, Chronological and Thematic
Information Representation.", volume = "8", number = "12", pages = "3867-4", }
