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Buzan Mind Mapping: An Efficient Technique for Note-Taking

Authors:
Tze Kiong Tee at Malaysia Research Institute for Vocational Education and Training (MyRIVET)
Tze Kiong Tee
  • Malaysia Research Institute for Vocational Education and Training (MyRIVET)
Mohamed Nor Azhari Azman at Universiti Pendidikan Sultan Idris (UPSI)
Mohamed Nor Azhari Azman
Suriani Mohamed at Universiti Pendidikan Sultan Idris (UPSI)
Suriani Mohamed
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Buzan mind mapping is an efficient system of note-taking that makes revision a fun thing to do for students. Tony Buzan has been teaching children all over the world for the past thirty years and has proved that mind maps are the magic formula in the classroom for everyone. The purpose of this paper is to discuss the importance of Buzan mind mapping as a note-taking technique for the secondary school students. This paper also examines the mind mapping technique, advantages and disadvantages of hand-drawn mind maps. Samples of students' mind maps were presented and discussed.
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Abstract—
Buzan mind mapping is an efficient system of note-
taking that makes revision a fun thing to do for students. Tony Buzan
has been teaching children all over the world for the past thirty years
and has proved that mind maps are the magic formula in the
classroom for everyone. The purpose of this paper is to discuss the
importance of Buzan mind mapping as a note-taking technique for
the secondary school students. This paper also examines the mind
mapping technique, advantages and disadvantages of hand-drawn
mind maps. Samples of students’ mind maps were presented and
discussed.
Keywords
—Buzan Mind Mapping, note-taking technique, hand-
drawn mind maps.
I. I
NTRODUCTION
HE main goal in our education system is to develop
students’ skills in order to reach information rather than
transferring the present information [1]. Tony Buzan
introduced mind mapping technique to the world with his
books and developed a system which would pave the way for
many people [2]. This mind mapping technique was developed
toward the end of the 1960s and has been employed in many
different areas since the development [3].
Mind mapping is an extremely valuable technique [4] to be
learnt and used by the students in learning process. As a note-
taking technique, the mind map allows individuals to
“organize facts and thoughts” in a map format containing a
“central image, main themes radiating from the central image,
branches with key images and key words, plus branches
forming a connected nodal structure”. In addition, the mind
map helps students to assimilate new information, to think and
to develop their conceptual schema [5]. At the same time,
T. K. Tee is a senior lecturer with the Faculty of Technical and Vocational
Education, Sultan Idris education University, 35900 Tanjong Malim, Perak,
Malaysia (phone: +601096623328; fax:+6054585893; e-mail:
tktee@fptv.upsi.edu.my).
M. N. A. Azman, S. Mohamed, J. Md Yunos, and M. M. Mohamad are
senior lecturers with the Faculty of Technical and Vocational Education,
Sultan Idris education University, 35900 Tanjong Malim, Perak, Malaysia (e-
mail: mnazhari@fptv.upsi.edu.my, suriani.mohamed@fptv.upsi.edu.my,
jailani@uthm.edu.my, mimi@uthm.edu.my).
M. Muhammad is a post graduate student with the Faculty of Technical
and Vocational Education, Sultan Idris education University, 35900 Tanjong
Malim, Perak, Malaysia (e-mail: putra_adlan@yahoo.com.my).
M. H. Yee is a lecturer with the Faculty of Technical and Vocational
Education, Universiti Tun Husein Onn Malaysia, Parit Raja, 86400 Batu
Pahat, Johor, Malaysia (corresponding author to provide phone: +60109-
2630840; fax: +607-4536585; e-mail: yeemeiheong@gmail.com).
W.Othman is the dean with the Faculty of Education and Language, Open
University Malaysia, Jalan Tun Ismail, 50480 Kuala Lumpur, Malaysia (e-
mail: widad@oum.edu.my).
adopting mind mapping strategy can significantly improve
students’ achievement [6].
II. B
UZAN
M
IND
M
APPING
–
N
OTE
-T
AKING
T
ECHNIQUE
In the traditional note-taking method, it is aimed to
remember the information, to make a written or oral
communication, to sort the ideas, to make a problem analysis
or a plan and to bring out a creative idea. The standard format
used is the linear [1]. In contrast, Buzan mind mapping is a
visual tool used to organize and relate themes or objectives.
Buzan asserts that mind maps that incorporate pictures and
different colors bring ideas to life.
A good mind map is able to show the overall structure of
the topic or problem and lines and pictures [7]. Unlike linear
thinking techniques, mind mapping is a graphic technique that
captures ideas and information [8]. Moreover, the
implementation of this technique which enhances the
creativity, and makes learning and note-taking easier is
extremely simple in which a hierarchical order is followed [1].
Buzan’s guidelines as: “A central focus or graphic
representation of the main topic is placed in the center of a
page; ideas are allowed to flow freely without judgment; key
words are used to represent ideas; one key word is written per
line; key words are connected to the central focus with organic
lines; color is used to highlight and emphasize ideas; and
images, symbols and codes are used to highlight ideas and
stimulate the mind to make connections.”[8].
The hand-drawn mind map in Fig. 1 illustrates the overall
organization of the topic, Laws of Buzan mind mapping [9].
Fig. 1 Laws of Buzan mind mapping (Tee)
Below are three samples of mind maps that were hand-
drawn by students (Figs. 2-4).
Buzan Mind Mapping: An Efficient Technique for
Note-Taking
T. K. Tee, M. N. A. Azman, S. Mohamed, Muhammad, M., M. M. Mohamad, J. Md Yunos, M. H. Yee, W. Othman
T
World Academy of Science, Engineering and Technology
International Journal of Social, Human Science and Engineering Vol:8 No:1, 2014
28
International Science Index 85, 2014 waset.org/publications/9997038
Fig. 2 The mind map about Wood Work (Lau)
Fig. 3 The mind map about Wood Work (Muniandy)
Fig. 4 The mind map about Wood Work (Rashid)
III. A
DVANTAGES AND
D
ISADVANTAGES OF
H
AND
-D
RAWN
M
IND
M
APS
Note-taking that is described as a boring activity by the
students can be turned to a more enjoyable activity by using
the mind mapping technique [1]. There are many advantages
on using Buzan mind maps in study [10]. Fig. 5 shows the
advantages of applying mind mapping technique in learning
process [9]:
• Preparing notes from textbooks.
• The Buzan mind map principles are easy and interesting
to follow.
• It is economical [8].
• Buzan mind maps involve the use of both left and right
brain [2].
• It is among the easiest and most famous thinking tool.
• Students are able to memorize better.
• Students can plan their daily routine with mind map.
• Revision is quick and effective.
• Students will appreciate own product (mind map).
• It increases the creativity [5].
• Parents and teachers are able to monitor the student’s
performance.
Fig. 5 The advantages of applying mind mapping technique
Mind Maps are also useful [2] for:
• Brainstorming - individually, and as a group.
• Summarizing information, and note-taking.
• Consolidating information from different research
sources.
• Thinking through complex problems.
• Presenting information in a format that shows the overall
structure of your subject.
• Studying, retaining and recall information.
• Promotes meaningful learning instead of memorization.
However, the disadvantages [7] are:
• Cannot be digitally stored other than as a scanned
document.
• Map size is limited.
• Preference of user for mind mapping software advantages.
IV. T
HE
N
EEDS OF
T
EACHING
N
OTE
-T
AKING
T
ECHNIQUE AT
S
ECONDARY
S
CHOOL
Mind mapping is widely used in education, government and
business as a creative method that is useful in training,
brainstorming, organizing and problem solving [7]. As seen,
the increasing popularity of mind mapping is evidenced by the
number of blogs, books and articles that using the Internet
search engine Google and entering the search term “mind
mapping”, yields over 112,000,000 web page hits. As stated
above, it is clear that many individuals have an interest in
mind mapping [8]
A needs analysis of teaching higher order thinking skills for
lower secondary school in Malaysia [11] that had been carried
out by Jailani and Tee on 2011, about 90% out of 384
secondary school teachers in Malaysia agreed that the students
should use Buzan mind map as their notes and it suites most
for the revision purpose [12]. According to the findings,
World Academy of Science, Engineering and Technology
International Journal of Social, Human Science and Engineering Vol:8 No:1, 2014
29
International Science Index 85, 2014 waset.org/publications/9997038
teachers complained that they have problems regarding in
note-taking for their subjects.
On the other hand, the teachers agreed that there should be a
standardized note-taking technique for the students and they
strongly believe that students could achieve better results for
their subject if they apply Buzan mind mapping technique for
note-taking. This is primarily because mind maps are able to
determine students’ pre-knowledge and deficiencies or
misconceptions in their pre-knowledge. It also can facilitate to
recall knowledge and conceptions and the interrelations set
between them [4]. Besides that, this technique can be applied
in all grades of learning and in early years of primary
education [5].
V. T
EACHER
F
ACILITATES
S
TUDENTS ON
L
EARNING
N
OTE
-
T
AKING
T
ECHNIQUE
B
Y
U
SING
B
UZAN
M
IND
M
APPING
T
ECHNIQUE
Mind mapping could provide teachers with a feedback
about students’ mental structure and development of their
mental structure. On the other hand, it could facilitate
students’ recalling the knowledge by the assistance of using
visual elements. Clearly in this situation, it could increase the
participation among students in teaching and learning process
[4]. Basically, teachers need to explain the purposes of note-
taking to the student [l] such as:
• Making notes on a book helps the student to focus on the
content and to remember it. The more the student makes
notes, the easier it becomes.
• Notes should be easier for the student to re-read than the
book itself, as they will be shorter and in his own familiar
style.
• Once formal education is finished, the student often has to
use documents or other books, so note-taking is a useful
transferable skill.
• The student usually needs to acquire specific information
from a book, and his notes will select and summarize
what is important to him.
VI. C
ONCLUSION
Recent years, studies of mind mapping have been
conducted with various age groups in the literature [5]. Many
studies related to the mind mapping technique are available in
the books and articles [1]. Positive and negative effects have
been encountered [5].
Mind Maps help students remember information, as they
hold it in a format that the mind finds easy to recall and quick
to review. It also helps the students to improve their
innovative and creative thinking [2]. Furthermore, mind maps
can be effective to create learning environments in which
students feel desirous to learn and used in different stages of
learning process [4].
The technique of mind mapping to be available in almost
every area will provide a significant contribution to student’s
learning, especially in the field of education for the
implementation of the constructivist approach by teachers in
the class [1]. On account of the aforesaid benefits, there is a
need for teachers to know how to teach mind map technique
and to associate the mind maps in their lessons.
R
EFERENCES
[1] Şeyihoğlu, A & Kartal, A. (2010). The Views of the Teachers about the
mind mapping technique in the Elementary Life Science and Social
Studies lessons Based on the Constructivist Method. Educational
Sciences: Theory & Practice, 10(3), 1637-1656.
[2] Adodo, S. O. (2013). Effect of mind-mapping as a self-regulated
learning strategy on students’ achievement in Basic Science and
Technology. Mediterranean Journal of Social Sciences, 4 (6), 163-172.
[3] Evrekli, E., Iel, D. & Balim, A. (2010). Development of a scoring
system to assess mind maps. Procedia Social and Behavioral Sciences, 2,
2330-2334.
[4] Evrekli, E., Iel, D. & Balim, A. (2009). Mind mapping applications in
special teaching methods courses for science teacher candidates and
teacher candidates’ opinions concerning the applications. Procedia
Social and Behavioral Sciences, 1, 2274-2279.
[5] Keleş, Ö. (2012). Elementary teachers’ views on mind mapping.
International Journal of Education, 4(1), 93-100.
[6] Mani, A. (2011). Effectiveness of digital mind mapping over paper-
based mind mapping on students’ academic achievement in
Environmental Science. In T. Bastiaens & M. Ebner (Eds.), Proceedings
of World Conference on Educational Multimedia, Hypermedia and
Telecommunications 2011 (pp. 1116-1121). Chesapeake, VA: AACE.
Retrieved December 12, 2013 from http://www.editlib.org/p/38011.
[7] Tucker, J. M., Armstrong, G. R. & Massad, V. J. (2010). Profilling a
mind map user: a descriptive appraisal. Journal of Instructional
Pedagogies, 2, 1-13.
[8] Doss, C. Y., Tiew, C., Tam, L. S. & Richards, T. A. (2010). Buzan Mind
Maps for Science Form 1: The Secrets to Good Grades. Selangor:
Pearson Malaysia.
[9] Tee, T. K., Md Yunos, J., Mohamad, B., Othman, W., Yee, M. H. &
Mohamad, M. M. (2012). The development and evaluation of the
qualities of Buzan mind mapping module. Procedia Social and
Behavioral Sciences, 59, 188-196.
[10] Tee, T. K., Md Yunos, J., Mohamad, B., Othman, W., Yee, M. H. &
Mohamad, M. M. (2012). The development and implementation of
Buzan mind mapping module. Procedia Social and Behavioral Sciences,
69, 705-708.
[11] Tee, T. K., Md Yunos, J., Hassan, R., Yee, M. H., Hussein, A. &
Mohamad, M. M. (2012). Thinking skills for secondary students. Journal
of Research, Policy & Practice of Teachers and Teacher Education, 2(2),
12-23.
[12] Tee, T. K., Md Yunos, J., Hassan, R., Yee, M. H., Mohamad, M. M.,
Hussein, A., Mohamad, B. & Othman, W. (2012). An evaluation of the
Buzan mind mapping module as a guide for teachers on note-taking
technique. International Journal of Assessment and Evaluation in
Education, 2, 60-74.
T. K. Tee was born in Melaka, Malaysia on the 25
th
of April, 1979. He
obtained his first degree in bachelor of technology with education (civil
engineering) at the Faculty of Education, Universiti Teknologi Malaysia,
Skudai, Johor, Malaysia in 2002. In 2003, he completed his Master’s degree in
technical and vocational education at University Teknologi Malaysia, Skudai,
Johor, Malaysia in. At the year 2013, he obtained his Ph.D in technical and
vocational education at Universiti Tun Hussein Onn Malaysia, Batu Pahat,
Johor, Malaysia. His Ph.D research focuses on higher order thinking skills and
Buzan Mind Mapping.
His working experiences include; secondary school teacher, subject matter
expert, e-tutor, e-grader, proctor for final examination at Open University
Malaysia, Industrial Practicum Supervisor, Undergraduate Project Supervisor,
Undergraduate and Master’s Projects’ Examiner, Subject Matter Expect,
Subject Examiner, and Professional Consultant for Multiple Intelligent Tests
and Learning Styles Inventory Instrument Construction Workshop.
Now, he is
a senior lecturer with the Department of Engineering Technology, Faculty of
Technical and Vocational Education, at Sultan Idris Education University,
Malaysia. (Email: tktee@fptv.upsi.edu.my). His previous publications include
The Development And Implementation Of Buzan Mind Mapping Module
(Elsevier Ltd, 2012), The Development And Evaluation Of The Qualities Of
Buzan Mind Mapping Module (Elsevier Ltd, 2012), The Needs Analysis of
World Academy of Science, Engineering and Technology
International Journal of Social, Human Science and Engineering Vol:8 No:1, 2014
30
International Science Index 85, 2014 waset.org/publications/9997038
Learning Higher Order Thinking Skills for Generating Ideas (Elsevier Ltd,
2012), The Level of Marzano Higher Order Thinking Skills among Technical
Education Students (Singapore: International Association of Computer
Science and Information Technology (IACSIT), 2011). Current and previous
research interests are thinking skills, thinking tools and self-instructional
modular approach, teaching and learning styles.
Dr Tee is a member of Universiti Teknologi Malaysia Alumni, Universiti
Tun Hussein Onn Alumni and Malaysia Technical and Vocational Education
Association.
World Academy of Science, Engineering and Technology
International Journal of Social, Human Science and Engineering Vol:8 No:1, 2014
31
International Science Index 85, 2014 waset.org/publications/9997038
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PENGARUH KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK MELALUI PEMBELAJARAN MODEL LEARNING CYCLE ENGAGEMENT EXPLORATION EXPLANATION ELABORATION DAN EVALUATION DISERTAI MIND MAPPING
Article
Full-text available
  • Jan 2021
Abstrak. Penelitian ini bertujuan untuk mengetahui (1) perbedaan kemampuan berpikir kreatif sebelum dengan setelah penggunaan model pembelajaran learning cycle engagement, exploration, evaluation, elaboration, dan evaluation (5E) disertai mind mapping pada peserta didik di SMAN 8 Bulukumba; (2) apakah ada pengaruh penerapan model pembelajaran learning cycle engagement, exploration, evaluation, elaboration, dan evaluation (5E) disertai mind mapping terhadap kemampuan berpikir kreatif pada peserta didik di SMAN 8 Bulukumba. Jenis penelitian penelitian quasi eksperimen, dengan pretest posttes group design. Instrumen yang digunakan berupa tes kemampuan berpikir kreatif dan lembar observasi pelaksanaan pembelajaran. Data diolah menggunakan analisis statistik deskriptif dan inferensial paired sample t-test. Hasil analisis deskriptif menunjukkan rata-rata skor kemampuan berpikir kreatif sesudah perlakuan lebih tinggi dibanding rata-rata skor kemampuan berpikir kreatif sebelum perlakuan. Hasil analisis inferensial menunjukkan p sebesar 0,000, hal ini berarti terdapat perbedaan skor kemampuan berpikir kreatif sebelum dan setelah diberikan perlakuan. Maka dapat disimpulkan bahwa kemampuan berpikir kreatif peserta didik dapat ditingkatkan melalui pembelajaran model learning cycle 5E disertai mind mapping. Abstract. This research aims to understand: (1) The differences in creative thinking abilities of the students of SMAN 8 Bulukumba before and after using learning model of cycle engagement, exploration, evaluation, elaboration, and evaluation (5E) with mind mapping, (2) The effect of learning model of cycle engagement, exploration, evaluation, elaboration, and evaluation (5E) with mind mapping implementation towards students’ creative thinking abilities. This quasi experiment research done with pretest posttest group design. The Instruments used were creative thinking tests and learning implementation form. Data was analyzed descriptively and inferentially to paired sample t-test. Based on descriptive analysis, it showed the average score of creative thinking abilities of students after using the learning model was higher than the score before using the learning model. The inferential analysis showed the P value was 0,000 means there is a difference in score of creative thinking abilities before and after the implementation of the learning model. It can be concluded that the learning model of 5E with mind mapping might improve students’ creative thinking abilities.
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The Views of the Teachers about the mind mapping technique in the Elementary Life Science and Social Studies lessons Based on the Constructivist Method
Article
Full-text available
  • Jul 2010
z Bu çalışmanın amacı, İlköğretim Hayat Bilgisi ve Sosyal Bilgiler derslerinde zihin harita-lama tekniğinin uygulanmasına ilişkin öğretmen görüşlerini belirlemektir. Çalışma grubu 20 ilköğretim öğretmeninden oluşmaktadır. Çalışmada yarı yapılandırılmış görüşme tek-niği kullanılmıştır. İçerik analizinde, öğretmenlerin görüşlerinden yola çıkılarak temalar ve kodlar belirlenmiştir. Bulgulara göre, öğretmenlerin yapılandırmacı yaklaşıma uygun işlenen bir dersin bölümleri konusunda eksiklikleri olduğu ve bu sebeple de zihin harita-lama tekniğini dersin bölümlerine uygulamada sadece giriş ve değerlendirme basamağını kullandıkları görülmüştür. Öğretmenler zihin haritalama tekniğinin sözel derslerde kulla-nılmasının daha uygun olacağını düşünmektedirler. Tekniğin avantajları arasında; öğren-cinin edinimlerinde kalıcılık sağlayabilmesi ve sınavlarda başarıyı arttırabilmesi gibi fak-törler dile getirilirken, zaman kullanımı konusunda yaşanabilecek sıkıntıları da dezavan-tajlar arasında dile getirilmiştir.
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Effect of Mind-Mapping as a Self-Regulated Learning Strategy on Students’ Achievement in Basic Science and Technology
Article
Full-text available
  • Jul 2013
The study investigates the effect of mind-mapping strategy as a self-regulated learning strategy on students’ on achievement in Basic Science and Technology(BST). The design adopted in the research was a quasi-experimental pre-test and post-test method. The population of the study included all junior secondary school science students in Akoko south-west Local Government Area of Ondo State. One hundred and twenty( 120) Basic science students were selected using simple random sampling technique, and were divided into two groups of sixty (60) students out of which thirty(30) male thirty (30) female students were selected per group using stratified random sampling technique. The research hypothesis raised was analyzed using ANCOVA and multiple classification analysis statistics. In conclusion, the study showed that mind-mapping strategy as a SRL ,helped to improve students performance in BST and should be employed in the classroom as a better approach to teach Basic Science and Technology (BST) as its potency is very clear in this study at improving learners’ critical thinking and creative skills. Students should likewise be encouraged to transfer the knowledge and the approach gained to study other Science subject.. DOI: 10.5901/mjss.2013.v4n6p163
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Elementary Teachers" Views on Mind Mapping
Article
Full-text available
  • Feb 2012
The purpose of this study was investigating elementary teachers" views on mind mapping by using interviews. In this line, the study group of the research was composed of 24 elementary teachers experience periods in their job between two and 21 who were enrolled in a "Teaching Thinking Science Consulting Course". In the implementation phase of the study, the teachers were primarily instructed about the application of the mind mapping technique. In the interviews open-ended six questions were asked to teachers about mind mapping and the use of this technique in the classroom. Interviews were analyzed using qualitative research methods. Results showed that using mind mappings in instruction helps teachers improve their instruction, planning and evaluating lessons and makes the lecture more entertaining. The technique can be suggested to extend by analyzing its relation with different variables like different lessons and participants.
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The Development and Implementation of Buzan Mind Mapping Module
Article
Full-text available
  • Dec 2012
Using Self-Instructional Modules within the technical education can be an alternative approach and make significant contributions. Modules are not just "job sheets' or "old style work units" or "chapters of books" with questions added. Module is a planned series of learning activities designed carefully to assist the learners to accomplish certain specific objectives. An attempt to develop and implement a modular approach on Buzan mind mapping techniques was made in the secondary school. A quasi-experimental design research has been carried out to affirm the effectiveness of this module in test achievement among the students. This paper will discuss various components of this modular approach by referring to Meyer Model. Statistical analysis was done via an "intention to treat" comparison of post intervention scores and comparison of the change in scores from pre-to post intervention, using a two-sample t-test. Students participating in the self-instructional modular approach had a significant improvement in knowledge scores compared to non-participants.
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The Development and Evaluation of the Qualities of Buzan Mind Mapping Module
Article
Full-text available
  • Oct 2012
Using self-instructional module can be an alternative approach and make significant contributions to overcome note taking problem among students. Thus, the purpose of this research is to develop and evaluate the qualities of Buzan Mind Mapping module. The development of the Buzan Mind Mapping module was based on Meyer Model. Analysis on the qualities’ evaluation revealed that eight raters showed an agreement on satisfactory level and above for all 34 items. Meanwhile, 36 students gave positive feedbacks on the format and content of the module except the size of the module.
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Development of a scoring system to assess mind maps
Article
Full-text available
  • Dec 2010
The present study deals with the use of mind maps as an assessment tools. In the study, the mind maps prepared for the special teaching methods course by 30 pre-service teachers studying in the Department of Science Teacher Training of a university in Turkey in academic year 2008-2009 were assessed by using a scoring system to assess mind maps for pre-service science teachers. To ensure the reliability of the scoring system, the mind maps prepared by the pre-service teachers for the special teaching methods course were assessed by two expert raters and the assessment was repeated one week later. The reliability process for the scoring system was calculated by using inter- and intra-rater reliability values, intra-cluster correlation analysis, and variance analysis.
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Mind mapping applications in special teaching methods courses for science teacher candidates and teacher candidates’ opinions concerning the applications
Article
Full-text available
  • Dec 2009
In this research, the examples of mind maps, prepared by science teacher candidates, about the different subject of Science and Technology are given. In addition, six open-ended questions about the using of mind mapping in constructive science and technology education were asked to science teacher candidates (n = 25, male = 9; female = 16) and then, the data gained from this research was analyzed. In the result, according to science teacher candidates, mind mapping can be used in constructive science and technology effectively and help students in different stages; however, some science topics is not suitable for using mind mapping.
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Buzan Mind Maps for Science Form 1: The Secrets to Good Grades
  • Jan 2010
  • C Y Doss
  • C Tiew
  • L S Tam
  • T A Richards
Doss, C. Y., Tiew, C., Tam, L. S. & Richards, T. A. (2010). Buzan Mind Maps for Science Form 1: The Secrets to Good Grades. Selangor: Pearson Malaysia.
Thinking skills for secondary students
  • Jan 2012
  • 12-23
  • T K Tee
  • J Md Yunos
  • R Hassan
  • M H Yee
  • A Hussein
  • M M Mohamad
Tee, T. K., Md Yunos, J., Hassan, R., Yee, M. H., Hussein, A. & Mohamad, M. M. (2012). Thinking skills for secondary students. Journal of Research, Policy & Practice of Teachers and Teacher Education, 2(2), 12-23.