The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Students at Senior High School

The purpose of this research was to analyze the physics cognitive competence and science process skill of students using scientific inquiry learning model based on conceptual change better than using conventional learning. The research type was quasi experiment and two group pretest-posttest designs were used in this study. The sample were Class XI(A) as experiment class and Class XI(B) as control class with the total number sixty two students. The instruments in this research were essay test for physics cognitive competence of students and observation sheet for science process skill of students. The essay instrument had been validated and fulfilled the requirements of validity and reliability of test. Based on the data tabulation obtained, the mean of physics cognitive competence of students in experimental class was 72.97 and 54.97 in control class, the mean of science process skill of students in experimental class was 79.66 and 63.97 in control class. Based on the hypothesis testing, it can be concluded that physics cognitive competence and science process skill of students using scientific inquiry learning model based on conceptual change was better than using conventional learning Keywords: Scientific inquiry learning, conceptual change, cognitive competence, science, process skil

From Observations to Hypotheses: Probabilistic Reasoning Versus Falsificationism and its Statistical Variations

Testing hypotheses is an issue of primary importance in the scientific research, as well as in many other human activities. Much clarification about it can be achieved if the process of learning from data is framed in a stochastic model of causes and effects. Formulated with Poincare's words, the "essential problem of the experimental method" becomes then solving a "problem in the probability of causes", i.e. ranking the several hypotheses, that might be responsible for the observations, in credibility. This probabilistic approach to the problem (nowadays known as the Bayesian approach) differs from the standard (i.e. frequentistic) statistical methods of hypothesis tests. The latter methods might be seen as practical attempts of implementing the ideal of falsificationism, that can itself be viewed as an extension of the proof by contradiction of the classical logic to the experimental method. Some criticisms concerning conceptual as well as practical aspects of na\"\i ve falsificationism and conventional, frequentistic hypothesis tests are presented, and the alternative, probabilistic approach is outlined.Comment: 17 pages, 4 figures (V2 fixes some typos and adds a reference). Invited talk at the 2004 Vulcano Workshop on Frontier Objects in Astrophysics and Particle Physics, Vulcano (Italy) May 24-29, 2004. This paper and related work are also available at http://www.roma1.infn.it/~dagos/prob+stat.htm

PENGARUH PENERAPAN MODEL PEMBELAJARAN KUANTUM BERBANTU MEDIA POHON PINTAR TERHADAP KEAKTIFAN DAN PEMAHAMAN KONSEP SISWA PADA MATA PELAJARAN AKUNTANSI KEUANGAN (STUDI EKSPERIMEN DI SMK NEGERI 1 KARANGANYAR)

Tuti Yuniarti K7412177. EFFECT PF SMART TREE-ASSISTED QUANTUM LEARNING MODEL APPLICATION ON THE STUDENTS’ CONCEPTUAL UNDERSTANDING OF FINANCIAL ACCOUNTING SUBJECT MATTER (An Experimental Study at State Vocational High School 1 of Karanganyar). Skripsi: The Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, July 2016. The objectives of this research are to investigate: (1) difference of effect between the smart tree-base quantum learning model application and the scientific approach on the students’ learning activeness and (2) the difference of effect between the smart tree-base quantum learning model application and the scientific approach on the students’ conceptual understanding. This research used the quasi experimental research method. Its population was all of the students in Grade XI of Accounting Expertise Program of State Vocational High School 1 of Karanganyar. The samples of research were determined through the random sampling technique and consisted of 71 students: 36 from Grade XI Accounting 2 and 35 from Grade XI Accounting 3. The data of research were collected through questionnaire and students’ learning activeness and test of conceptual understanding. They were analyzed by using the the independent t-test aided with the computer program of SPSS Version 21 at the significance level of 0.05. The results of the independent t –tests for the students’ activeness and conceptual understanding were t count = 7.377 and t count = 9.593 respectively meaning that the first hypothesis was verified as the value of the t count = 7.377 was greater than that of t table = 2.042. Thus, there was a difference of effect between the smart tree-base quantum learning model application and the scientific approach on the students’ learning activeness. The students instructed with the former had a better learning activeness than those instructed with the latter. Furthermore, the second proposed hypothesis was verified as the value of the tcount = 9.593 was greater than that of ttable = 2,042 meaning that there was a difference of effect between the smart tree-base quantum learning model application and the scientific approach on the students’ conceptual understanding. The students instructed with the former had a better conceptual understanding than the latter. Keywords: Quantum learning model, smart tree learning media, scientific approach, learning activeness, conceptual understandin

A conceptual model of check dam hydraulics for gully control: efficiency, optimal spacing and relation with step-pools

There is little information in scientific literature regarding the modifications induced by check dam systems in flow regimes within restored gully reaches, despite it being a crucial issue for the design of gully restoration measures. Here, we develop a conceptual model to classify flow regimes in straight rectangular channels for initial and dam-filling conditions as well as a method of estimating efficiency in order to provide design guidelines. The model integrates several previous mathematical approaches for assessing the main processes involved (hydraulic jump, impact flow, gradually varied flows). Ten main classifications of flow regimes were identified, producing similar results when compared with the IBER model. An interval for optimal energy dissipation (ODI) was observed when the steepness factor <i>c</i> was plotted against the design number (DN, ratio between the height and the product of slope and critical depth). The ODI was characterized by maximum energy dissipation and total influence conditions. Our findings support the hypothesis of a maximum flow resistance principle valid for a range of spacing rather than for a unique configuration. A value of <i>c</i> = 1 and DN ~ 100 was found to economically meet the ODI conditions throughout the different sedimentation stages of the structure. When our model was applied using the same parameters to the range typical of step-pool systems, the predicted results fell within a similar region to that observed in field experiments. The conceptual model helps to explain the spacing frequency distribution as well as the often-cited trend to lower <i>c</i> for increasing slopes in step-pool systems. This reinforces the hypothesis of a close link between stable configurations of step-pool units and man-made interventions through check dams

THE „REOP‟ ARCHITECTURE TO IMPROVE STUDENTS LEARNING CAPACITY

This paper reviewing about a model of teaching by scientific approach as an effort of educator to increase the students learning capacity. The leading role of education is to increase the capacity of students in terms of personality, the development of social, and academic learning. A lot of models of teaching which has been developed and applied to reach the goal. The models of teaching is able to affect the pattern of students learning. This model emphasizing child-centered learning with a flange on the model scientific research that can train students to develop hypothesis and the reasons in causality. The students are stimulated to conduct research and investigation with guidance from the teacher. A structure in this model have phases such as Research Elaborate Order and Publish (REOP) that can run in a series of teaching. The first phase, Research, explore the richness of the concept of students. The second phase, Elaborate, students with the teacher confirm the findings of a concept with empirical evidence. The third phase, Order, students discuss the results of confirmation with a friend. The fourth phase, Publish, students communicating the results of its research to others. Writer find result that students stimulated to active and independent in their learning. This model helps them identify conceptual problems and getting them to devise ways to solve problems. A model of teaching scientific research has educational dimension which is to make discoverer have some humility but with high integrity. Keyword : Reop, Models of Teaching, Learning Capacit

Conceptual Modeling of mRNA Decay Provokes New Hypotheses

Biologists are required to integrate large amounts of data to construct a working model of the system under investigation. This model is often informal and stored mentally or textually, making it prone to contain undetected inconsistencies, inaccuracies, or even contradictions, not much less than a representation in free natural language. Using Object-Process Methodology (OPM), a formal yet visual and humanly accessible conceptual modeling language, we have created an executable working model of the mRNA decay process in Saccharomyces cerevisiae, as well as the import of its components to the nucleus following mRNA decay. We show how our model, which incorporates knowledge from 43 articles, can reproduce outcomes that match the experimental findings, evaluate hypotheses, and predict new possible outcomes. Moreover, we were able to analyze the effects of the mRNA decay model perturbations related to gene and interaction deletions, and predict the nuclear import of certain decay factors, which we then verified experimentally. In particular, we verified experimentally the hypothesis that Rpb4p, Lsm1p, and Pan2p remain bound to the RNA 3′-untralslated region during the entire process of the 5′ to 3′ degradation of the RNA open reading frame. The model has also highlighted erroneous hypotheses that indeed were not in line with the experimental outcomes. Beyond the scientific value of these specific findings, this work demonstrates the value of the conceptual model as an in silico vehicle for hypotheses generation and testing, which can reinforce, and often even replace, risky, costlier wet lab experiments

When does the Lorenz 1963 model exhibit the signal-to-noise paradox?

Seasonal prediction systems based on Earth System Models exhibit a lower proportion of predictable signal to unpredictable noise than the actual world. This puzzling phenomena has been widely referred to as the signal-to-noise paradox (SNP). Here, we investigate the SNP in a conceptual framework of a seasonal prediction system based on the Lorenz, 1963 Model (L63). We show that the SNP is not apparent in L63, if the uncertainty assumed for the initialization of the ensemble is equal to the uncertainty in the starting conditions. However, if the uncertainty in the initialization overestimates the uncertainty in the starting conditions, the SNP is apparent. In these experiments the metric used to quantify the SNP also shows a clear lead-time dependency on subseasonal timescales. We therefore, formulate the alternative hypothesis to previous studies that the SNP could also be related to the magnitude of the initial ensemble spread. Plain Language Summary Comprehensive Earth System Models seem to be better at predicting the real observed climate system than expected based on their ability to predict their own modelled climate system. This puzzling phenomena is known as the signal-to-noise paradox (SNP) and its origin is still under intensive scientific debate with some studies pointing to deficiencies in the model formulation. In this study we investigate under which conditions the SNP can be obtained using a simple conceptual framework for a climate prediction system based on a simple dynamical model. Our results show that the SNP can be reproduced in the absence of model deficiencies if the model overestimates the observational uncertainty. We also investigate the development of the SNP on subseasonal timescales and find a clear dependency on the lead-time of the prediction. Our results lead us to formulate an alternative hypothesis to previous studies on the origin of the SNP

PUBLIC PARTICIPATION PROJECT MANAGEMENT

The relevance of the topic is due to the need for improvement and further development of scientific and methodological provision of portfolio management processes within the portfolio management introduction in the field of project management of local (territorial) self-government, including projects of public participation (PP projects). The purpose of the study is to improve and further develop the scientific and methodological provisions of portfolio formation group processes under the conditions of PP projects' implementation, which are considered as the corresponding portfolio components. The study's objectives are as follows: 1) to establish a conceptual research foundation and to identify project management knowledge bases relevant to the research topic;2) to analyze the interrelated scientific and methodological approaches to: structuring categories; defining criteria for evaluation, selection and prioritization; optimization of PP project combinations as those presented in portfolios; 3) to formulate and check, using the database of public projects of Kyiv city, hypotheses relating to the insignificance of differences in the combination of PP projects, separated by thematic direction, which determine the feasibility of presenting projects of thematic areas in the relevant sub-portfolios of the overall PP project portfolio; 4) to propose the model for the formation of the optimal composition of the PP project portfolio recommended for implementation. The methods of the study The method of scientific identification was applied while forming the conceptual basis of the research; the method of comparative analysis was applied in the analysis of scientific and methodological approaches to structuring, definition of criteria (evaluation, selection, prioritization) and optimization of the PP project portfolio; to test the hypothesis of insignificance of differences in the combinations of PP projects, separated by thematic areas, the non-parametric criterion (test) of significance of Kruskal-Wallis was used; while building a model for the formation of the optimal composition of the PP project portfolio, the method of cost-benefit analysis, the time value of money concept, and an integer programming problem were applied

The relation between prior knowledge and students' collaborative discovery learning processes

In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the discovery learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (discovery) skills were related to the students' dialogue in different discovery learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development