Developing Critical Thinking Skills Through i-Think Maps: An Action Research

Yaakub, Norma; Rashid, Radzuwan bin Ab.; Nasir, Noormaizatul Akmar bt Muhammad

doi:10.5539/ijel.v8n7p42

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…The third highest mean indicated that the respondents concurred (M = 4.03; SD = 0.70) that they were able to make decision to retain the relevant information and to discard the irrelevant information in their writing. The results were quite similar with the outcomes of a study in which a digital mind tool (i-Think) was found to enhance the students' critical thinking [31].…”

Section: Critical Thinking In Writingsupporting

confidence: 80%

Students' Perception on the Use of Digital Mind Map to Stimulate Creativity and Critical Thinking in ESL Writing Course

Karim¹,

Mustapha²

2020

ujer

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In practise, mind maps have long been used by individuals especially teachers to create, visualise, arrange, and expand ideas in order to facilitate teaching and learning. Learning visually is a distinctive technique in modern pedagogy because most individuals are visual learners. As technology advances, digital mind map is created to replace manual mind map to bring modern pedagogy into the era of the fourth industrial revolution. Digital mind map has been used by teachers to teach diverse subjects. However, the use of digital mind map in teaching writing is scarce. Hence, the purpose of this case study was to examine the use of digital mind map to stimulate creativity and critical thinking in ESL writing course. A sample of 32 university students was selected randomly from one public university in Malaysia. The researchers developed a set of questionnaires to measure the three constructsthe usage of digital mind map, creativity, and critical thinking in writing tasks based on these three models: Lin & Faste, William, and Watson-Glaser models. The empirical results showed that the use of digital mind map evidently stimulates the students' creativity and critical thinking in completing their writing tasks as perceived by the respondents. Thus, the use of digital mind map has facilitated the ESL students' writing tasks in terms of integrating creative and critical elements.

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Section: Critical Thinking In Writingsupporting

confidence: 80%

Students' Perception on the Use of Digital Mind Map to Stimulate Creativity and Critical Thinking in ESL Writing Course

Karim¹,

Mustapha²

2020

ujer

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“…The purpose of the i-THINK program which was introduced by the Malaysia Ministry of Education was to motivate students by using Thinking Maps as learning tools in Malaysian primary and secondary schools (Omar et al, 2016). i-THINK maps show the students' ability to display critical thinking skills (Yaakub et al, 2018). According to Hassan et al (2016), to stimulate their thinking, questioning could be used as a tool to promote the students to think outside their normal thinking box.…”

Section: Discussionmentioning

confidence: 99%

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

Sharif

Singh

Ong³

et al. 2023

SiELE

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This study investigated the use of i-THINK Mapping in teaching reading comprehension by ESL teachers to a group of Form Five students, and the factors and challenges the ESL teachers faced in teaching reading comprehension using i-THINK Mapping. A qualitative approach, specifically a case study design, was employed in this study. Classroom observations, semi-structured interviews, and document analysis of their lesson plans were used to collect the data. Four ESL teachers with a minimum of 5-year teaching experience in a rural secondary school in Hulu Selangor, Malaysia, were selected using a purposive sampling technique to participate in this study. Thematic analysis was used to analyse the data obtained from classroom observations and interviews. The findings show that the teachers had applied five i-THINK maps, including a Circle Map to define in context, a Bubble Map to describe, a Double Bubble Map to compare and contrast, a Flow Map to show the sequence of an event, and a Tree Map to classify different ideas. The i-THINK Mapping motivated the students to discuss, brainstorm, and cooperate with their peers to detect the details from the given reading texts. The teachers’ challenges include the time constraints in preparing the lesson with i-THINK Mapping and a low level of student English proficiency. One implication of this study is that teachers’ use of i-THINK Mapping to teach reading comprehension could assist students in generating ideas, expanding ideas, and expressing them orally.

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“…Several existing studies confirm that students' thinking strongly depends on the level of teachers' questions (Monrat et al, 2022;Şeker & Kömür, 2008). Asking questions can provoke students to clarify information, identify problems from different perspectives, interrogate assumptions, evaluate information, and make the right decision (Phillips et al, 2018;Shanmugavelu et al, 2020;Yaakub et al, 2021). However, teachers possess their own learning style preferences by which they absorb information before asking questions to students.…”

Section: Introductionmentioning

confidence: 99%

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Putri,

As’ari,

Purwanto

et al. 2024

EUROPEAN J ED RES

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<p style="text-align: justify;">Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.</p>

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Developing Critical Thinking Skills Through i-Think Maps: An Action Research

Cited by 3 publications

References 8 publications

Students' Perception on the Use of Digital Mind Map to Stimulate Creativity and Critical Thinking in ESL Writing Course

Students' Perception on the Use of Digital Mind Map to Stimulate Creativity and Critical Thinking in ESL Writing Course

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

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