507 research outputs found
Problem-Solving and Computational Thinking Practices: Lesson Learned from The Implementation of ExPRession Model
Computational thinking ability is one of today's problem-solving methods that can be applied in physics learning. However, it is not yet known by most teachers so it has not been applied optimally in learning activities. This study aims to identify students' problem-solving and computational thinking abilities in solving well-structure physics problems. The subject of this study was the eleven grade majoring in natural science of SMAN 1 Bangunrejo. This type of research is descriptive research. The data used to analyze the students' problem-solving and computational thinking abilities were obtained from the essay test. Based on the results of descriptive analysis, it can be concluded that there is a relationship between students' problem-solving abilities and students' computational thinking abilities. In making a useful description, abstraction and decomposition abilities are needed, while to determine the physics approach and specific application of physics, generalization abiliy are needed. In solving mathematical procedures, algorithm ability are needed and to find out logical progressions, debugging ability are needed
Problem-Solving and Computational Thinking Practices: Lesson Learned from The Implementation of ExPRession Model
Computational thinking ability is one of today's problem-solving methods that can be applied in physics learning. However, it is not yet known by most teachers so it has not been applied optimally in learning activities. This study aims to identify students' problem-solving and computational thinking abilities in solving well-structure physics problems. The subject of this study was the eleven grade majoring in natural science of SMAN 1 Bangunrejo. This type of research is descriptive research. The data used to analyze the students' problem-solving and computational thinking abilities were obtained from the essay test. Based on the results of descriptive analysis, it can be concluded that there is a relationship between students' problem-solving abilities and students' computational thinking abilities. In making a useful description, abstraction and decomposition abilities are needed, while to determine the physics approach and specific application of physics, generalization abiliy are needed. In solving mathematical procedures, algorithm ability are needed and to find out logical progressions, debugging ability are needed
Work Skills Factor for Mechanical Engineering Students of Vocational High School
Vocational education graduates are indicated having the very low competence and cannot meet the expectations of the work requirement, it has an impact on lower absorption of employment for vocational education regionally and nationally. In order to meet the needs of the job competence, vocational students should have good work skills. The purpose of this study was to determine the need for skills of work consisting of soft skills and hard skills for vocational education students of mechanical engineering. This research was quantitative descriptive analysis conducted by using Dacum approach. The sample of the study consisted of 100 respondents, comprising industry practitioners, vocational education practitioners, and relevant expert of vocational education in engineering. Based on the analysis, there are 27 items of soft skills and 67 items of hard skills recommended for works for vocational students. Based on the analysis, the findings will be used as a reference for developing a leanbased learning model to improve the work skills of vocational students of mechanical engineering.
Keywords: Need and analysis, Work Skills, soft skills, hard skill
Understanding Gender Gaps in Student Achievement and STEM Majors: The Role of Student Effort, Test Structure, Self-Perceived Ability, and Parental Occupation
Increasing women’s participation in Science, Technology, Engineering, and Mathematics (STEM) has become a policy goal for many countries. This dissertation focuses on the origin and measurement of gender gaps in student achievement and self-perceived ability, as well as their potential role in predicting college career choices in STEM.
The first two chapters provide an international overview of gender achievement gaps and focus on issues around measurement using data from the Programme for International Student Assessment (PISA). These chapters study the role of student effort in predicting gender gaps in achievement and whether or not test structure, defined as question difficulty order, could be a potential moderator of the relationship between student effort and measured gender achievement gaps.
The effort measures of chapters 1 and 2 are based on students’ response time to test questions (i.e., rates-guessing rates in the test) and on the proportion of unanswered items (i.e., item non-response rates) from the post-test survey that students take during the PISA assessment. The findings emphasize the importance of accounting for differences in student effort to understand cross-country heterogeneity in performance and gender achievement gaps across and within nations. Although question difficulty order plays some role in shaping student effort, overall, the findings do not provide evidence that test structure could be a mechanism that explains the relationship between student effort and gender achievement gaps.
Finally, the third chapter takes a further step in the analysis of gender achievement gaps by assessing how the interaction of gender gaps in math achievement, self-perceived math ability during childhood, and the parental occupation in STEM professions, could help explain the gender gaps in college majoring-decisions in STEM careers. Using longitudinal data from the U.S., the findings of this chapter suggest that all three factors are relevant predictors of majoring in science in college. However, the results indicate a loss in STEM enrollment by otherwise qualified young women. Concerning parental occupation, most of the positive effects of having a parent working in any STEM job seem to concentrate among females, which highlights the potential role that parental occupation could play in encouraging women\u27s college majoring-decisions in certain STEM fields.
Altogether, these chapters advance the current state of knowledge in three ways. First, by evaluating the challenges in measuring observed gender achievement gaps, derived from gender differences in student effort. Second, by assessing whether or not question difficulty order has differential effects by gender. Third, by studying the potential drivers behind gender gaps in STEM college majors, including the role that parental occupation in some STEM fields, could play in motivating women\u27s participation in certain STEM careers
Olivet Nazarene University Annual Catalog 2010-2011
https://digitalcommons.olivet.edu/acaff_catalog/1083/thumbnail.jp
URI Undergraduate and Graduate Course Catalog 2004-2005
https://digitalcommons.uri.edu/course-catalogs/1056/thumbnail.jp
Undergraduate Catalogue 1998-1999
https://scholarship.shu.edu/undergraduate_catalogues/1043/thumbnail.jp
Undergraduate Catalogue 1991-1992
https://scholarship.shu.edu/undergraduate_catalogues/1050/thumbnail.jp
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