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MASALAH "LINGKUNGAN HIDUP" DALAM PEMBAHASAN
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| Pengarang | : | Sindhunata |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | II-5, MEI (No. 5) |
| Halaman | : | 21-29 |
| Abstrak | : | - |
MASALAH BATAS PERTUMBUHAN: SATU TINJAUAN PREVISIONIL TERHADAP KRISIS ENERGI DAN KRISIS BAHAN PANGAN
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | II-5, MEI (No. 5) |
| Halaman | : | 3-20 |
| Abstrak | : | - |
Ghanaian preservice science teachers’ knowledge of ozone depletion and climate change, and sources of their knowledge
| Pengarang | : | Samuel Cornelius Nyarko |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 10) |
| Halaman | : | 1554-1575 |
| Abstrak | : | Training a scientific workforce in order to mitigate the impacts of climate change drives an international need for climate science education, including in Ghana. How preservice teachers understand climate change, and the often misunderstood relationship between ozone depletion and global warming, critically impacts the students they will teach. This mixed method, descriptive study explores preservice teachers’ climate change and ozone depletion knowledge, and documents the sources of their ideas. Elementary preservice science teachers from three colleges of education in Ghana completed a survey (N = 255) and interview (n = 30). Exploratory factor analysis yielded six factors related to ozone depletion and four related to climate change knowledge. Survey and interview responses revealed that the preservice teachers could explain that stratospheric ozone is a layer of gas in the atmosphere that prevents ultraviolet radiation from reaching Earth. Yet, they could not describe how ozone forms and the mechanism of ozone destruction. The preservice teachers confused climate change with changes in weather and seasons, but could explain how anthropogenic activities like deforestation and burning fossil fuels contribute to climate change. About 88% of the participants thought climate change and ozone depletion were causally linked – either ozone depletion caused climate change, or climate change caused ozone depletion. The participating preservice teachers identified textbooks (80%), instructors (64%), and the media (62%) as the main sources of their ozone depletion and climate change knowledge. We identified a mix of knowledge gaps and coherent ideas that offer scaffolds on which to improve teachers’ knowledge of climate change and ozone depletion. |
Roles of emotions induced by immediate feedback in a physics problem-solving activity
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 10) |
| Halaman | : | 1525-1553 |
| Abstrak | : | The purpose of this study is to find a way to improve students’ performance to solve physics problems by inducing changes in emotion via immediate feedback. To this end, in 2016, we conducted an experiment, doing an interview and survey consecutively. The participants were five second-year male students attending a private high school in Seoul, Korea. The students solved three problems from a lesson on ‘Force and Motion.’ They were asked to express their emotions, both in words and using emoji stickers on their response sheets, so that we could investigate their emotions while they were solving physics problems. Almost all students were sensitive to emotions when attempting to solve difficult problems. To investigate the relationship between feedback, emotion, and confidence, immediate feedback was given after the students solved a problem. We found that the students’ emotions were influenced by immediate feedback after solving physics problems. When given immediate feedback suggesting the correct answers, their negative emotions disappeared, and their confidence in their performance to solve problems increased. In this experiment, the students’ emotions were controlled by immediate feedback. Therefore, this work suggests that students’ performance can be improved by instilling confidence via emotional support. |
SINGAPURA DI ASIA TENGGARA: MASALAH IDENTITAS DAN HARI DEPAN
| Pengarang | : | Soesastro Hadi .M |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | II-4, APRIL (No. 4) |
| Halaman | : | 3-4 |
| Abstrak | : | - |
Operationalizing macro-scripts in CSCL technological settings
| Pengarang | : | Tchounikine, P. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 3-2, JUNE (No. 2) |
| Halaman | : | 193-233 |
| Abstrak | : | This paper presents a conceptual analysis of the technological dimensions related to the operationalization of CSCL macro-scripts. CSCL scripts are activity models that aim at enhancing the probability that knowledge generative interactions such as conflict resolution, explanation or mutual regulation occur during the collaboration process. We first recall basics about CSCL scripts and macro-scripts. Then, we propose an analysis of some core issues that must be made explicit and taken into account when operationalizing macro-scripts, such as the reification of some aspects of the script within the technological setting, the strategy within which students are presented with the technological setting and the uncertainties related to scripts and technological setting perception and enactment. We then present SPAIRD, a model that we propose as a means to conceptualize the relations between scripts and technological settings used to operationalize them. This model describes four points of view on the script (structural model, implementation-oriented model, student-oriented models and platform specification) and the underlying design rationale (learning hypothesis, pedagogic principle and design decisions). In order to exemplify SPAIRD’s usefulness we propose examples of how it allows drawing general propositions with respect to the couple script + technological setting. Finally, we present an analysis of current state-of-the-art technological approaches with respect to this conceptualization, and research directions for the design and implementation of technological settings that present the properties identified in our analysis. In particular, we study the interest of model-driven approaches, flexible technological settings and model-based script engines. |
Appropriation of a shared workspace: Organizing principles and their application
| Pengarang | : | Overdijk, M., van Diggelen, W. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 3-2, JUNE (No. 2) |
| Halaman | : | 165-192 |
| Abstrak | : | The use and effects of a CSCL-tool are not always predictable from the properties of the tool alone, but depend on how that tool is appropriated. This paper presents the findings from a case study about the appropriation of a graphical shared workspace. When students are presented with a new tool they may encounter competing constraints and multiple possibilities for interacting with it. We argue that during critical events the students make choices, and in order to collaborate, coordinate these choices as a group. We study appropriation by looking into the ways in which small groups organize their contributions during a computer-mediated argumentative discussion. The results of our study illustrate how certain principles for organization emerge from an implicit negotiation of conventions, with mutual influence between the students and the tool. |
The mechanics of CSCL macro scripts
| Pengarang | : | Dillenbourg, P., Hong, F. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 3-1, MARCH (No. 1) |
| Halaman | : | 5-23 |
| Abstrak | : | Macro scripts structure collaborative learning and foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation. We propose a pedagogical model for the designing of scripts and illustrate this model using three scripts. In brief, a script disturbs the natural convergence of a team and in doing so increases the intensity of interaction required between team members for the completion of their collaborative task. The nature of the perturbation determines the types of interactions that are necessary for overcoming it: for instance, if a script provides students with conflicting evidence, more argumentation is required before students can reach an agreement. Tools for authoring scripts manipulate abstract representations of the script components and the mechanisms that relate components to one another. These mechanisms are encompassed in the transformation of data structures (social structure, resources structure and products structure) between script phases. We describe how this pedagogical design model is translated into computational structures in three illustrated scripts. |
Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions
| Pengarang | : | Andalas Mutiara |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 4) |
| Halaman | : | 479-500 |
| Abstrak | : | We examine the effect of online Argumentation Vee Diagrams (AVDs) on the quality of students’ argumentation during asynchronous, online discussions. With AVDs, students develop arguments on both sides of a controversial issue and then develop an integrated, overall final conclusion. In this study, students used AVDs individually before composing discussion notes, and then—at the end of the discussion—jointly created a group AVD using Wiki technology. Compared to a control group, the experimental intervention was found to significantly enhance the integration of arguments and counterarguments (specifically, compromises) and fostered opinion change. For AVDs to be effective, however, it was found to be necessary to include specific scaffolds on how to evaluate argument strength and/or to provide practice and feedback in using the AVDs. |
The role of floor control and of ontology in argumentative activities with discussion-based tools
| Pengarang | : | Schwarz, B.B., Glassner, A. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 4) |
| Halaman | : | 449-478 |
| Abstrak | : | Argumentative activity has been found beneficial for construction of knowledge and evaluation of information in some conditions. Many theorists in CSCL and some empiricists have suggested that graphical representations may help in this endeavor. In the present study, we examine effects of type of ontology and of synchronicity in students that engage intuitively, without training, in e-discussions. Fifty-four Grade 7 students from two classes participated in the study. We tested the effects of using an informal argumentative ontology and control over turn taking on the average number of claims and arguments relevant to the issue at stake, the average number of different types of references to peers (productive. etc.), and on the number of chat expressions (nicknames, swear words, etc.). We found that when providing both an informal argumentative ontology and control over turn taking, students express less chat expressions and fewer references that are not new relevant claims or arguments to their peers, but express more relevant claims and arguments. These findings suggest the immediate beneficial role of the combination of an informal ontology and control over turn taking in the co-elaboration of knowledge. |