Science epistemological beliefs of form four students and their science achievement using web-based learning

Epistemological beliefs affect student motivation and learning. They have been found to play a significant role in the acquisition of the capacity to control and direct one’s cognitive processing (Lindner, 1993). In particular, science epistemological belief is considered an important factor in science achievement and positive science attitudes among students (Cobern, 1991). Based on the premise above, the purpose of this study was (1) to examine the science epistemological beliefs of Form Four students in Malaysia, and (2) to find out if there was a significant difference in the science achievement of students with high science epistemological beliefs and those with low belief when learning science using different Web-based modules. The sample comprised 169 students from ten schools in the state of Perak. The instrument used in this study was the “Nature of Scientific Knowledge Scale” developed by Rubba (1977). Six factors of the science epistemological beliefs, that is amoral, creative, developmental, parsimonious, testable and unified, were analysed using descriptive statistics. Results showed that the highest ranked factor was testable, followed by unified, creative, developmental and amoral. The lowest ranked factor was parsimonious. Analysis of t-tests for independent means showed that the science achievement of students with high science epistemological beliefs who followed the constructivist approach was significantly higher than those who followed the direct instruction approach. However, there was no significant difference between the science achievement of students with low science epistemological beliefs who followed the constructivist approach and those who followed the direct instruction approach. 2-way ANOVA analysis showed that the interaction effect between type of approach for web-based learning and science epistemological beliefs was significant, suggesting that the effect of the type of web-based learning approach is dependent on the science epistemological beliefs held by the students

Estetika dan penyatuan rakyat

SASTERA merupakan hasil cipta seni kreatif. Umum mengetahui dengan jelas hal ini. Sastera juga menggunakan medium bahasa untuk menyampaikan maksud dan tujuannya

Thin Client Implementation Towards Total Cost of Ownership : Case Study on Sekolah Menengah Kebangsaan Tarcisian Convent School

The schools’ computer lab require backward compatibility, cost-effective use of existing provision because the schools can not afford to keep upgrading computer equipment at rates prescribed by vendors. Thin client is the solution of frustration with the growing total cost of ownership of personal computers. This study intended to help plan and prepare to deploy thin clients in Sekolah Menengah Kebangsaan (SMK) Tarcisian Convent School. It advocates the concept of K12 Linux Terminal Server Project (LTSP), and describes how the school may reduce total cost of ownership while preserving good interactive performance. It also described the experience gained while deploying thin client at SMK Tarcisian Convent School. This report highlights the benefits of deploying thin client as demonstrated from the evaluation feedback and analysis of SMK Tarcisian Convent School. The report examines the estimated return on investment for SMK Tarcisian Convent School and represents the aggregate, composite findings derived from the evaluation and analysis process

Microbial electrolysis cells with both anode and cathode catalysed by microorganisms

Ph. D. Thesis.Microbial electrolysis cells (MECs), which simultaneously produce hydrogen and treat wastewater, is an innovative technology. This study not only focused on the acquirement of self-sustained biocatalysts but also meant to understand bioelectrodes’ interaction in a single MEC which are crucial to improve the technology and make it economically feasible. For such MECs, further increases in overall performance were successfully done with the information from the studies. Those improvement methods included controlling bioelectrode reactions and cell configuration modification. The bioanodes and biocathodes were enriched separately in half-cell condition at +0.2 and -0.9 V vs. standard hydrogen electrode (SHE) and tested with chronoamperometry to check the best operating potentials. The bioanode achieved a maximum current density of 0.30 ± 0.05 A/m2 between -0.2 and +1.0 V while the biocathode only started to produce hydrogen below -0.8 V vs. SHE. It is preferable to maintain those potentials when both bioelectrodes are utilised in a MEC. The interactions between the bioanode and biocathode were studied in a two-chamber MEC (2cMEC). Both bioelectrodes were enriched simultaneously at a 0.3 V applied voltage. The bioanode grew faster and produced less current than the biocathode required, due to different redox reactions (acetate oxidation vs. proton reduction). Therefore, a fed-batch feeding mode was deployed in order to keep the bioanode active and produce sufficient current output. Three main regions of behaviour were identified under a range of applied voltages: cathode activation ( 1.2 V). The potentials of the biocathode fell from -0.6 to -1.0 V while the bioanode maintained a value of ~ -0.3 V, when the voltage was increased from 0.3 to 0.7 V. Between 0.7 and 1.2 V, the bioanode potential started to increase from -0.3 V to -0.1 V when biocathode potential reached its minimum at -1.1 V. Applied voltages higher than 1.2 V, further increased the current density up to 2.5 ± 0.5 A/m2 and the bioanode potential to +0.5 V. The greatest hydrogen production rate (20.0 ± 5.0 dm3 H2/m2/day) occurred after 0.9 V when an external power supply (increased from 0 to 75 %) took over the bioanode (decreased from 100 to 25 %) energy contribution. Cyclic voltammetry revealed a lower catalytic activity in the bioanode at 2.0 V compared to 0.3 V and the result was opposite for biocathode. Further study involved a three-chamber MEC (3cMEC) where a gas chamber was attached next to the cathodic chamber for the accumulation of CO2 from a gas phase into catholyte. This proof-of-concept MEC showed CO2 can be separated in a single step under specific solubility conditions. The 3cMEC performed almost the same as 2cMEC except it could accumulate a higher concentration of carbonates (550 ± 200 mg/L accumulated vs. 150 ± 50 mg/L pre-added) and alleviate pH increase (10.0 ± 0.5 vs. 11.0 ± 0.5) in the cathode as a result of the CO2 dissolution

The Use Of Internet In Supplier Selection Process And Managerial Performance In The Northern Region Of Peninsular Malaysia

Sebagaimana yang diketahui, kos bahan mentah mengambil sebahagain besar jumlah kos produk Cost of material is known to take up a major proportion of the total product cost

Online Forum Discussion: Making Sense of How Knowledge is Woven in a Tapestry of Social Interactions and Collaboration

This paper describes how students in a wholly online master course interacted and collaborated in constructing knowledge through forum discussions. This examination of roles and behaviours of forum participants is an attempt by the author, who was the facilitator, to understand how her students engaged in constructing knowledge, rather than to test existing theories on online discussions. For each thread in the forum, an overall analysis of its life, captivity, magnitude and period of interaction was first analysed. Two discussion threads with the highest value for life of thread, captivity and magnitude were then examined in detail. A visual representation of the network of communication among participants was created to reveal the strength of relationships and structure of social network. Then, in trying to get a richer snapshot of the postings, three different analysis tools namely, Johnson and Johnson’s categories of behaviours in collaborative learning situations, Fahy’s Transcript Analysis Tool as well as Gunawardena, Lowe and Anderson’s constructivist knowledge creation phases, were used. An interesting finding is that even with minimal facilitator intervention in the forum, discovery and exploration of dissonance occurred and this had led to the negotiation of meaning, testing and modification of proposed synthesis of knowledge, and finally, application of newly constructed knowledge. Other findings from the analyses of the two threads include (1) there was much collaborative behaviour among participants in terms of contributing to discussions and seeking input, (2) there were several instances where participants were observed to connect what they had discussed in other threads by referring to those postings, and (3) several participants displayed reflective thinking in revealing their beliefs, doubts, and their reasoning.(Author's abstract

Open Educational Resources

This PowerPoint presentation discussed on the concept and practice of Open Educational Resources (OER). Latest efforts on OER alse being presented

The need for learners to understand their readiness for open and distance learning

Open and distance learning programmes are often faced with high attrition rates amongst learners. Studies suggest that a number of causative factors contribute to students dropping out from courses, even as early as the second semester. Factors that have been identified generally fall under personal, family and institutional categories. While open and distance learning education providers appear to try and address this problem using numerous strategies, one particular aspect that seems to have been generally neglected but ought to be given due attention is helping students understand their readiness for open and distance learning. This paper seeks to describe a pilot project whereby open and distance learners are provided with an online self-assessment tool which measures aspects deemed important to open and distance learning, that is, their (1) personal attributes such as time management, procrastination, academic attributes, persistence, locus of control and willingness to ask for help, (2) preferred learning styles based on the multiple intelligences model, (3) basic instructional technology knowledge and skills, and (4) typing speed and accuracy. The tool also provides a complete report detailing their strengths and opportunities for improvement as well as resources to succeed. It is envisaged that the provision and use of such a tool would help learners better prepare themselves to open and distance learning environments and thereby help ensure they have a successful learning experience. (Authors' abstract