Metacognitive awareness (MA) plays an important role in classroom learning as it enhances self-teaching capabilities on students. Therefore, it is necessary to know the level of awareness possessed ...by a teacher. This study aimed to describe metacognitive awareness profile of prospective chemistry educators. The method of research is descriptive quantitative using survey methods. The participants consisted of students undergoing their final semester. The instrument used was the MAIT-18 (Metacognitive-Awareness Inventory for Teachers-18). This instrument has two indicators, specifically cognitive knowledge and regulation. The results showed that students had a good level of cognitive knowledge and regulation with 80% and 77%, respectively. Therefore, the overall percentage of metacognitive awareness obtained was 80%. These results suggest that prospective chemistry educators have a good awareness of metacognition. This is indicates they can influence positive things on students, foster autonomy in teaching and learning, also can be an asset to be an effective teacher.
•Combining hands-on modeling with experimentation is successful.•The model quality is not influenced by students’ individual creativity levels.•Girls produced significantly better structured ...DNA-models.•‘Flow’ experiences and model quality are related with girls’ cognitive achievement.
Modeling plays a key role in science research and education is considered to increase comprehensibility of abstract concepts and processes. Especially hands-on experiences in authentic learning environments offer students the opportunity to feel like real researchers and support the development of problem-based thinking skills. In our study, we applied an inquiry-based, out-of-school laboratory module that uses classic experimental challenges as well as innovative model-supported teaching to promote cognitive achievement. Our hands-on module was designed for 9th graders and combined experimentation and creative model work to visualize molecular and otherwise invisible contents of DNA-structure. After mental modeling, participants (N = 114; 40.87% female) produced a physical DNA-model using handcrafting materials. Our major aims were to evaluate the model qualities and to monitor potential relationships between successful model elaboration, individual creativity and knowledge levels. Therefore, we correlated students’ creativity levels with model quality scores as well as with cognitive achievement. While no relations were found for creativity and model elaboration further results were gender-dependent. Girls produced significantly higher model quality scores and significant positive correlations were revealed between short-term and mid-term knowledge levels. Correlations also were observed between girls’ cognitive achievement and the creativity subscale ‘flow’. In contrast, neither creativity nor model quality were decisive for boys cognitive achievement. Their average simpler modeling results did not correlate with the short-term and mid-term knowledge levels, although they achieved similar scores on both. Model elaboration seemingly provides more support for girls and offers a suitable approach for emphasizing creativity in science education. In attempting to attract girls to scientific ideas, creative modeling may further support hands-on experimentation.
Abstract
The purpose of this research is to describe implementation of Socratic Method in increasing student’s argumentation skill and cognitive knowledge of pre-service of primary science teacher. ...This learning syntax in this research consists of four stages namely elicit, clarify, test, and decide. The research method used in this research is Quasy Experiment with Non-equivalent Control Group Design. To know effectiveness of treatment, two groups are given once pretest and posttest. The result of the research shows that two groups have mean difference of pretest-posttest is significantly different for argumentation skill based on Wilcoxon test (sig < 0.05). In addition, the mean difference of posttest-posttest (experiment to control group) is also significantly different based on Withney U test (sig < 0.05). Meanwhile for effectiveness of treatment on experiment group (0.68) is higher than control group (0.46). On the other hands, result of the research shows that two groups have mean difference of pretest-posttest is significantly different for cognitive knowledge based on Wilcoxon test (sig < 0.05). In contrast, the mean difference of posttest-posttest (experiment to control group) is not significantly different based on Withney U test (sig < 0.05). Meanwhile for effectiveness of treatment on experiment group (0.44) is higher than control group (0.23). Over all, implementation of Socratic Method can increase the student’s argumentation skill and cognitive knowledge.
Abstrak
Tujuan penelitian ini adalah menggambarkan penerapan Socratic Method dalam meningkatkan keterampilan berargumentasi dan kemampuan kognitif mahasiswa calon guru IPA SD. Tahapan metode pembelajaran dalam penelitian ini terdiri dari empat tahap yang meliputi elicit, clarify, test, dan decide. Metode penelitian yang digunakan dalam penelitian ini adalah Quasy Experiment dengan desain Non-equivalent Control Group. Untuk mengetahui efektivitas perlakuan, kedua kelompok diberikan pretes dan postes masing-masing sebanyak satu kali. Hasil penelitian menunjukkan bahwa kedua kelompok memiliki perbedaan rata-rata antara pretes-postes yang signifikan untuk keterampilan berargumentasi berdasarkan uji Wilcoxon (sig < 0.05). Selain itu, perbedaan rata-rata postes-postes (eksperimen terhadap kontrol) juga signifikan berbeda beradasarkan uji Withney U (sig < 0.05). Sedangkan untuk efektivitas perlakukan kelompok eksperimen (0.68) lebih tinggi daripada kelompok kontrol (0.46). Disisi yang lain, hasil penelitian menunjukkan bahwa kedua kelompok memiliki perbedaan rata-rata antara pretes-postes yang signifikan untuk kemampuan kognitif bedasarkan uji Wilcoxon (sig < 0.05). Selain itu, perbedaan rata-rata postes-postes (eksperimen terhadap kontrol) tidak signifikan berbeda berdasarkan uji Withney U (sig > 0.05). Sedangkan untuk efektivitas perlakukan kelompok eksperimen (0.44) lebih tinggi daripada kelompok kontrol (0.23). Secara keseluruhan, penerapan Socratic Method dapat meningkatkan keterampilan berargumentasi dan kemampuan kognitif mahasiswa.
•We identified different knowledge base modelling and manipulation techniques based on 4 categories.•Compared knowledge base modelling and manipulation technologies based on their underlying ...theories, knowledge representation technique, knowledge acquisition technique, challenges, applications, development tools and development languages.•We discussed the relevance of knowledge-based business.•We proposed a promising technique for knowledge-based business management and other knowledge related applications.
A system which represents knowledge is normally referred to as a knowledge based system (KBS). This article focuses on surveying publications related to knowledge base modelling and manipulation technologies, between the years 2000–2015. A total of 185 articles excluding the subject descriptive articles which are mentioned in the introductory parts, were evaluated in this survey. The main aim of this study is to identify different knowledge base modelling and manipulation techniques based on 4 categories; 1) linguistic knowledge base; 2) expert knowledge base; 3) ontology and 4) cognitive knowledge base. This led to the proposition of 8 research questions, which focused on the different categories of knowledge base modelling technologies, their underlying theories, knowledge representation technique, knowledge acquisition technique, challenges, applications, development tools and development languages. A part of the findings from this survey is the high dependence of linguistic knowledge base, expert knowledge base and ontology on volatile expert knowledge. A promising technique for knowledge-based business management and other knowledge related applications is also discussed.
PurposeThis paper seeks to understand the interrelationships between destination attractiveness, satisfaction, attachment and visitors' loyalty and to determine the potential moderating effect of ...generational cohorts. Using expectancy disconfirmation and generational cohort theories, the paper explains how visitors' cognitive knowledge and motivation factors influence international visitors' attraction and maintenance and their behavioral/attitudinal loyalty.Design/methodology/approachData were collected from 390 international visitors to South Africa during the Southern Hemisphere's summertime via a quantitative research method. A two-stage approach of structural equation modeling was used to analyze the hypothesized model.FindingsThere was no relationship between visitors' loyalty and destination image or destination image and destination trust. However, destination image has a significant effect on visitors' satisfaction. Additionally, visitors' experience had a positive effect on satisfaction and loyalty, while destination trust and destination attachment were positively related.Practical implicationsThe findings show that the tourism sector could reap greater benefits from international tourists if a deeper understanding of different generational cohorts was obtained. There was a varying effect of destination marketing organizations' efforts on different generational cohorts' attraction, trust, satisfaction, feelings and expectations. This study proposes that direct marketing organizations should focus on building brand trust, as it is key to attracting different generational cohorts. Lastly, the study found that generational cohort segmentation accrues many benefits and creates and enhances superior advantages.Originality/valueThe paper provides evidence that more than a destination's attractiveness is required to achieve loyalty; segmenting and understanding different generational cohorts' cognitive, affective and motivation aids in generating better response actions to tourists' changing needs and meeting their demands.
Two decades have passed since the September 11 attacks by Islamist militants that shocked the world. Despite this, Islamophobia remains a common phenomenon. In Taiwan, the 2014 12-year Basic ...Education Curriculum amendments emphasize cultural and global understanding as core competencies. With more than 6 years of implementation, it would be therefore interesting to learn what elementary school students think of Islam. Anchoring on the concepts of intercultural competency development, stereotypes are said to be related to cognitive knowledge, intercultural behavioral abilities, and attitudes. A survey instrument was developed and validated to collect information on stereotypes, skills in intercultural interaction, and attitudes toward Islam. Additionally, cognitive knowledge of Islam was also tested. A total of 712 students participated in the study. Structural equation modelling was used to test the mediating role of cognitive knowledge and intercultural behavioral skills within the relationship between cultural stereotypes and intercultural affects. Findings show that behavioral skills alone are not enough to diminish the negative aspects of stereotypes. Importantly, it is only with the help of cognitive knowledge that the relationship between stereotypes and intercultural affects are improved. It is hoped that by understanding the importance of proper curriculum content, more sustainable coexistence can be established.
Genetics is known to be one of the most challenging subjects in biology education because of its abstract concepts and processes. Therefore, hands-on experiments in authentic learning environments ...are supposed to increase comprehensibility and provide otherwise unavailable experiences to students. We applied a hands-on module in an out-of-school gene technology lab, combining experimentation and model work, in order to support the experimental work. In comparing the impact of two different approaches on cognitive achievement, cognitive load and instructional efficiency, we divided our sample (
N
= 254) into two groups: While both were subjected to the experimental part of the module, the
modellers
(
n
= 120) were required to generate a DNA model using assorted handcrafting materials, whereas the
model viewers
(
n
= 134) worked with a commercially available school model of DNA structure. Interestingly, the
model viewers
performed significantly better regarding a mid-term knowledge increase, while individual cognitive load scores during the activity remained similar. Accordingly, the model viewing approach produced significantly higher scores for instructional efficiency, pointing to enhanced cognitive achievement through a more intense perception of the DNA models’ correct contents. While at the first glance our results seem surprising, implications for teaching when models come into play and ways to avoid such discrepancies are discussed. Consequently, recommendations for classroom impacts are presented.
Presently, the most common technique for maintaining a ship’s location is dynamic positioning, which uses a series of thrusters to hold its position. This method is resilient to moderate ...hydro-meteorological conditions, eliminating the need for extensive preliminary steps before initiating positioning operations. An alternative approach involves station keeping using a set of anchors, where thrusters are not employed, necessitating careful planning of the anchorage in light of hydro-meteorological conditions. Presently, in vessels using this anchoring method, the captain determines the order of anchor drops, taking into account the prevailing weather conditions, the ship’s maneuvering abilities, and vessel capability plots. This article introduces a novel algorithm that uses sensor-acquired weather data and a cognitive knowledge base to establish the best sequence for anchor drops. This innovation represents a significant stride towards the automation of the anchoring process. By using the anchorage planning algorithm presented in this publication, it has been possible to reduce the time required for anchor deployment by about 52%, due to the preparation of the anchor deployment strategy in port. A reduction in energy consumption of about 8% was also achieved.
Orthopaedic residency education has changed substantially in recent decades because of the imposition of the 80-hour work week, a decrease in quality and quantity of general surgical education, ...regulations mandating closer trainee supervision, and an expansion of orthopaedic subspecialty rotations. These factors pose a challenge in efforts to prepare competent, confident, cautious, caring, and communicative orthopaedic residents within the traditional 5-year program. Evidence suggests that contemporary graduates are more intelligent, better balanced in life and work, and more in touch with humanistic aspects of medicine than were earlier graduates. Yet insufficient competence and confidence in surgical skills after residency and a lack of "ownership" of patient care have become an increasing concern of educators and trainees. The concept of 10,000 hours of deliberate practice to achieve mastery of a technical skill applies to orthopaedic residency education. A different approach to graduate medical education must address the critical minimum training time required to achieve the necessary skills to support independent medical and surgical practice.
PDF
