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| Pengarang | : | A. Mulakir |
| Nama Majalah/Jurnal | : | Berita Arsip Nasional RI |
| Volume / Edisi | : | -/20, AGUSTUS (No. 20) |
| Halaman | : | 13-17 |
| Abstrak | : | - |
COMPUTERIZED FILING SYSTEM
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Berita Arsip Nasional RI |
| Volume / Edisi | : | -/20, AGUSTUS (No. 20) |
| Halaman | : | 9-12 |
| Abstrak | : | - |
SALAH KAPRAH YANG PERLU SEGERA DILURUSKAN
| Pengarang | : | H. Moefti Wiriadihardja |
| Nama Majalah/Jurnal | : | Berita Arsip Nasional RI |
| Volume / Edisi | : | -/20, AGUSTUS (No. 20) |
| Halaman | : | 1-8 |
| Abstrak | : | - |
Orchestration of classroom discussions that foster appropriation
| Pengarang | : | Olivia Levrini, Mariana Levin, Paola Fantini, Giulia Tasquier |
| Nama Majalah/Jurnal | : | Science Education |
| Volume / Edisi | : | 103 (No. 1) |
| Halaman | : | 206-235 |
| Abstrak | : | This paper investigates how features of teaching practice may foster appropriation: learning that involves both deep conceptual understanding and transforming scientific discourse in a way that is significant for oneself. Data were drawn from classroom discussions during a unit on thermodynamics that took place in a high school in Italy. We analyze a specific metaphor “tightening the reins and letting them loosen” used by the teacher to characterize her practice. By contrasting episodes of classroom discussion in terms of talk moves and participant frameworks, we discovered that behind the metaphor was a complex epistemological scaffolding that the teacher enacted across her lessons. This scaffolding was articulated across four moments of discussion, each with a different function and purpose: Sharing the construction of a collective disciplinary narrative, Elaborating the narrative in epistemological terms by articulating criteria for comparing different approaches to the disciplinary content, Analyzing the comparison criteria to test their robustness and consistency, and Situating oneself with respect to different approaches to the content informed by the refined criteria (SEAS). We argue that these functions provided the scaffolding for physics to be a context for both disciplinary learning and students’ search for personal relevance and meaning. |
Comment on “Confining rigid balls by mimicking quadrupole ion trapping” [Am. J. Phys. 85, 821 (2017)]
| Pengarang | : | Alexey V. Borisov |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 87 (No. 11) |
| Halaman | : | 935-938 |
| Abstrak | : | This paper discusses two approaches for deriving the equations of motion for a ball that rolls without slipping on the surface of a rotating hyperbolic paraboloid. We analyze two possible methods for defining the surface on which the ball rolls, and show the relationship between the two methods. We describe how the stability of the ball's rotation at the saddle point depends on the radius of the ball, in the case where the stability analysis is made in dimensionless parameters. |
Defining sensemaking: Bringing clarity to a fragmented theoretical construct
| Pengarang | : | Tor Ole B. Odden, Rosemary S. Russ |
| Nama Majalah/Jurnal | : | Science Education |
| Volume / Edisi | : | 103 (No. 1) |
| Halaman | : | 187-205 |
| Abstrak | : | In recent years, science education researchers have increasingly studied the ways in which students “make sense” of science. However, although researchers might all agree intuitively on what it looks like, the literature on sensemaking is theoretically fragmented. In this paper, we address this fragmentation by proposing a coherent definition, arguing that sensemaking is the process of building an explanation to resolve a perceived gap or conflict in knowledge. We then present an overview of three primary approaches to describing sensemaking in the science education research literature, arguing that this body of literature has conceptualized sensemaking as a stance toward science learning, a cognitive process, and a particular form of discourse, and showing how the definition incorporates each conceptualization. We conclude by describing how sensemaking is distinct from general categories of activities like “thinking,” “learning,” and several scientific practices. We also highlight the implications of this definition for science instruction and future sensemaking research. |
Bose–Einstein condensation in spherically symmetric traps
| Pengarang | : | Sálvio Jacob Bereta |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 87 (No. 11) |
| Halaman | : | 924-934 |
| Abstrak | : | Abstrak tidak tersedia. |
Coming to terms: Addressing the persistence of hands on and other reform terminology in the era of science as practice
| Pengarang | : | Erin Marie Furtak, William R. Penuel |
| Nama Majalah/Jurnal | : | Science Education |
| Volume / Edisi | : | 103 (No. 1) |
| Halaman | : | 167-186 |
| Abstrak | : | In recent years, the focus of science education reform has shifted to engaging students in three-dimensional science learning experiences aligned with the National Research Council's (2012) Framework for K-12 Science Education. This movement has been associated with a focus on students participating in science as practice, which represents a significant shift from previous reform efforts, that focused on scientific inquiry. In our experiences as educational researchers deeply engaged in partnerships with teachers, administrators, district, and state science curriculum supervisors, as well as in public-facing conversations about standards aligned with the Framework, we have repeatedly found ourselves in conversations about how the new reforms are similar or different to scientific inquiry, as well as other previous waves of reform. In this article, we revisit key terms that describe the emphasis of different waves of reforms, including the current ones, to support conversations with others outside the research community about stability and change in the purposes of science education. We highlight important nuances and differences between the vision of reform presented in the Framework and past visions, with the intention of informing conversations about science as practice, the central importance of phenomena, and incremental sensemaking. |
Diamagnetic behavior in random classical radiation
| Pengarang | : | Timothy H. Boyer |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 87 (No. 11) |
| Halaman | : | 915-924 |
| Abstrak | : | Calculations for diamagnetic behavior involving Faraday induction appear in classical electromagnetism textbooks. These calculations give the charged particle motions correctly but then inaccurately introduce the statement that diamagnetism is incompatible with classical thermodynamics, and that quantum theory is required for diamagnetic behavior. Actually, if classical radiative equilibrium in classical zero-point radiation holds before the application of a magnetic field, then it will hold afterwards and will preserve the diamagnetic behavior obtained by the application of Faraday's law. Here, we consider the classical diamagnetism of a charged particle in an isotropic harmonic potential which follows from the four famous spectra of random classical radiation. The zero-point radiation spectrum fully justifies the analysis appearing in the textbooks of classical electromagnetism and in the work of Langevin. The Rayleigh-Jeans spectrum gives no diamagnetic behavior, as is consistent with the Bohr-van Leeuwen theorem. The Planck spectrum without zero-point radiation (surprisingly) gives no magnetic moment at low temperature and paramagnetic behavior at high temperature! Finally, the Planck spectrum with zero-point radiation gives diamagnetic behavior at low temperature and no magnetic moment at high temperature. This last result is in agreement with elementary quantum theory. Once again the Planck spectrum with zero-point radiation provides the best classical description. |
What is engineering Elaborating the nature of engineering for K-12 education
| Pengarang | : | Jacob Pleasants, Joanne K. Olson |
| Nama Majalah/Jurnal | : | Science Education |
| Volume / Edisi | : | 103 (No. 1) |
| Halaman | : | 145-166 |
| Abstrak | : | What is engineering? What do engineers do? How is engineering related to, but distinct from, science? These questions all relate to the nature of engineering (NOE), and as engineering is incorporated into K-12 education across the United States, the NOE is becoming increasingly important for students and teachers. While many policy documents call for students to learn more about the structure of the engineering discipline, little has been done to define the NOE construct. This paper presents key dimensions of the NOE via a framework synthesized from studies of the engineering discipline from philosophical, historical, and sociological perspectives, as well as perspectives from within the engineering field. The framework identifies and elaborates nine features of engineering, each of which capture an important aspect of the NOE. For teachers, these features serve as points of entry for discussing NOE ideas with students. For researchers, the features provide a set of constructs to guide future inquiries into teachers’ and students’ NOE knowledge. |