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SUATU PEMIKIRAN BAGAIMANA DAPAT MENILAI IKLMI INVESTASI DI NEGARA-NEGARA ASEAN DAN ASIA UMUMNYA
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-3, MARET (No. 3) |
| Halaman | : | 1-18 |
| Abstrak | : | Abstrak tidak tersedia. |
Interestingness is in the eye of the beholder – the impact of formative assessment on students’ situational interest in chemistry classrooms
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 5) |
| Halaman | : | 383-404 |
| Abstrak | : | Students’ interest is considered an important learning outcome, but it is also a relevant predictor for student learning, and future vocational choices. According to numerous studies, however, students’ interest in STEM fields usually declines during the course of secondary education. From the perspective of science education, it is therefore necessary to foster or at least maintain students’ interest. Despite the variety of approaches that have already been examined in order to promote student interest, the problem of low-interested students remains. Prior findings indicate that specific person characteristics and the students’ perception of the situation seem to be moderate the effectiveness of many approaches. The current intensive repeated measure intervention study addresses the investigation of a possible interest trigger (formative assessment) and also the process that influences the perception of this trigger. Based on a sample of 9th-grade chemistry students (N = 200), three different interventions of formative assessment were implemented in regular classrooms. Students’ situational interest was assessed repeatedly in short time intervals. Based on multilevel analyses, not all interventions were perceived as equally interesting by the students. While students’ individual interest influences the perception of all interventions positively, the impact of gender, chemistry grade, and enjoyment varies across the interventions. |
The Nurture Assumption by Judith Rich Harris
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-4, OCTOBER-DECEMBER (No. 4) |
| Halaman | : | 588-594 |
| Abstrak | : | - |
"I Went by Twos, He Went by One" : Multiple Interpretations of Inscriptions as Resources for Mathematical Discussions
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-4, OCTOBER-DECEMBER (No. 4) |
| Halaman | : | 551-587 |
| Abstrak | : | - |
The relationships between freshmen’s accuracy of self-evaluation and the likelihood of succeeding in chemistry and physics exams in two STEM undergraduate courses
| Pengarang | : | Italo Testaa Departme |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 5) |
| Halaman | : | 358-382 |
| Abstrak | : | In this longitudinal study, we investigate how demographic, cognitive and meta-cognitive variables affect students’ success in chemistry and physics exams in two Science-Technology-Engineering-Mathematics undergraduate courses, biology and engineering. Independent variables include high school final examination performance, chemistry and physics marks, self-efficacy and accuracy of self-evaluation, namely the difference between the estimation of one’s own performance in a specific task measured with a confidence rating scale and the actual performance score. We involved 81 biology and 125 engineering freshmen students in the study. Biology students were attending a General Chemistry course, while Engineering students were attending a General Physics course. Accuracy of self-evaluation scores were calculated through Rasch analysis of responses to an instrument that included chemistry and physics items, and a confidence tier. We found that for both courses, the likelihood of passing the exams of chemistry and physics was significantly predicted solely by their accuracy of self-evaluation accuracy score. We found the overconfident students had lower likelihood of passing the exam. Our results suggest that the perception of one’s own ability is a relevant factor for predicting students’ success at undergraduate level and can be a better predictor of academic success than high school performance and self-efficacy. |
Life stories of graduate students in Chile and the United States: influences on becoming a scientist from childhood to adulthood
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 5) |
| Halaman | : | 333-357 |
| Abstrak | : | The ways in which children and adolescents become interested in science have been well studied. However, little is known from a lifespan perspective about how this process continues from childhood through adulthood. This cross-national study builds an understanding of doctoral students in the sciences in the Chile and the United States and how they choose to pursue careers in the life sciences from childhood to adulthood. Fifteen Chilean and 15 U.S. doctoral students were interviewed using the life story approach. The qualitative analysis indicates that the main difference between the two groups when pursuing science across their lifespans was their valuation of and experience with different learning approaches, with ‘collectivist’ approaches being more typical for the Chilean students and ‘individualist’ approaches for the U.S. students. On the other hand, the principal similarities between the two groups were related to participants’ experiences and perceptions of science at each life stage: ‘playing science’ as children, ‘studying science’ as adolescents, ‘doing science’ as young adults and undergrads, and ‘labouring in science’ and ‘practising science’ as professionals and doctoral students. Implications for pedagogical practice and planning for science teaching and teacher training are addressed. |
How Young Children Learn to Program With Sensor, Action, and Logic Blocks
| Pengarang | : | Wyeth, Peta |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-4, OCTOBER-DECEMBER (No. 4) |
| Halaman | : | 517-550 |
| Abstrak | : | - |
WILAYAH PERDAGANGAN SELEKTIF ASEAN: SUATU KEMUNGKINAN BENTUK KERJASAMA EKONOMI ASEAN
| Pengarang | : | J. Pangklaykim |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-3, MARET (No. 3) |
| Halaman | : | 1-10 |
| Abstrak | : | - |
Promoting Transfer by Grounding Complex Systems Principles
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-4, OCTOBER-DECEMBER (No. 4) |
| Halaman | : | 465-516 |
| Abstrak | : | - |
Epistemic knowledge – a vital part of scientific literacy?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 6) |
| Halaman | : | 484-501 |
| Abstrak | : | The past century has seen a debate on what characterises a scientifically literate citizen. Originally, scientific literacy implied that a citizen should know the products of science but has grown to incorporate processes of science and aspects of the nature of science. Studies on students’ epistemic knowledge are rarer than ones on students’ content knowledge. However, PISA has made an innovative attempt to measure epistemic knowledge. The purpose of this study is to investigate qualitative features in student responses to epistemic items in PISA. Six constructed response items on epistemic knowledge from PISA 2018 Science were chosen. The student responses coded as ‘full credit’ were put aside and thematic analysis was used to analyse the remaining ‘no credit’ responses. The results show that it is common to focus on the scientific phenomenon (content knowledge) or the method itself (procedural knowledge) instead of epistemic knowledge. One feasible explanation is that epistemic knowledge is intellectually demanding; another is that epistemic knowledge is still overshadowed firstly by content knowledge and secondly by procedural knowledge. The fact that students tackle epistemic aspects of science as content or procedural knowledge suggests that teaching should more explicitly distinguish between these different aspects of scientific knowledge. |