Abstract: Problem-solving is an activity which can encourage students to use Higher Order Thinking Skills (HOTS). Learning fractions can be challenging for students since empirical evidence shows that students experience difficulties in solving the fraction problems. However, visual methods can help students to overcome the difficulties since the methods help students to make meaningful visual representations and link abstract concepts in Mathematics. Therefore, the purpose of this study was to investigate whether there were any changes in students’ HOTS at the four highest levels when learning the fractions by using Thinking Blocks. 54 students participated in a quasi-experiment using pre-tests and post-tests. Students were divided into two groups. The experimental group (n=32) received a treatment to improve the students’ HOTS and the other group acted as the control group (n=22) which used a traditional method. Data were analysed by using Mann-Whitney test. The results indicated that during post-test, students who used Thinking Blocks showed significant improvement in their HOTS level (p=0.000). In addition, the results of post-test also showed that the students’ performance improved significantly at the four highest levels of HOTS; namely, application (p=0.001), analyse (p=0.000), evaluate (p=0.000), and create (p=0.000). Therefore, it can be concluded that Thinking Blocks can effectively encourage students to use the four highest levels of HOTS which consequently enable them to solve fractions problems successfully.
Abstract: The purpose of the study is to explore how the fun game-learning approach enhances teacher trainers’ higher order thinking skills. Two-day fun filled fun game learning-approach was introduced to teacher trainers as a Continuous Professional Development Program (CPD). 26 teacher trainers participated in this Transformation of Teaching and Learning Fun Way Program, organized by Institute of Teacher Education Malaysia. Qualitative research technique was adopted as the researchers observed the participants’ higher order thinking skills developed during the program. Data were collected from observational checklist; interview transcriptions of four participants and participants’ reflection notes. All the data were later analyzed with NVivo data analysis process. The finding of this study presented five main themes, which are critical thinking, hands on activities, creating, application and use of technology. The studies showed that the teacher trainers’ higher order thinking skills were enhanced after the two-day CPD program. Therefore, Institute of Teacher Education will have more success using the fun way game-learning approach to develop higher order thinking skills among its teacher trainers who can implement these skills to their trainee teachers in future. This study also added knowledge to Constructivism learning theory, which will further highlight the prominence of the fun way learning approach to enhance higher order thinking skills.
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.
Abstract: The generation of an idea that goes through several
phases is affected by individual factors, interests, preferences and
motivation. The purpose of this research was to analyze the
difference in difficulties of generating ideas according to individual
learning styles. A total of 375 technical students from four technical
universities in Malaysia were randomly selected as samples. The
Kolb Learning Styles Inventory and a set of developed questionnaires
were used in this research. The results showed that the most dominant
learning style among technical students is Doer. A total of 319
(85.1%) technical students faced difficulties in solving individual
assignments. Most of the problem faced by technical students is the
difficulty of generating ideas for solving individual assignments.
There was no significant difference in difficulties of generating ideas
according to students’ learning styles. Therefore, students need to
learn higher order thinking skills enabling students to generate ideas
and consequently complete assignments.
Abstract: Promoting critical thinking (CT) in an educational
setting has been appraised in order to enhance learning and
intellectual skills. In this study, a pedagogical course in a vocational
teacher education program in Turkey was designed by integrating CT
skill-based strategies/activities into the course content and CT skills
were means leading to intended course objectives. The purpose of the
study was to evaluate the importance of the course objectives, the
attainment of the objectives, and the effectiveness of teachinglearning
strategies/activities from prospective teachers- points of
view. The results revealed that although the students mostly
considered the course objectives important, they did not feel
competent in the attainment of all objectives especially in those
related to the main topic of Learning and those requiring higher order
thinking skills. On the other hand, the students considered the course
activities effective for learning and for the development of thinking
skills, especially, in interpreting, comparing, questioning,
contrasting, and forming relationships.