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This study reveals the outcome of the design and evaluation module using Interactive Whiteboard in the teaching and learning of Science in a Year Three classroom. The development process was based on Kristaf and Satran's (1995) notion that information, interactive and presentation designs form the system of interactive learning. Besides, the design model by Dick and Carey (1990) describes that evaluation and the revision processes were directed concurrently. Two instructional technologists and content experts participated in assessing the efficacy of this module. It is concluded that the module supports interactive learning approaches. The module served as a pedagogical tool that seems to be a feasible solution to heightening the inquisitive learning of science and confidence of primary school children.

This chapter presents synthesized insights from varied literature focusing on using an online discussion task to promote critical thinking skills from their participation in an asynchronous collaborative learning management site. This platform offers online discussion boards that are designed to foster social interaction virtually. Foo and Quek (2019) highlighted that online discussion tasks do support collaborative learning and higher-order thinking skills. Data were gathered from students through a survey, and a content analysis was carried out using Bloom's taxonomy model to determine the presence of critical thinking in the messages posted online. The findings affirm that students' written reflections promote critical thinking skills.