KOMPETENSI IPA TERINTEGRASI MELALUI PENDEKATAN KETERAMPILAN PROSES MAHASISWA S-1 PENDIDIKAN IPA

Science Education Undergraduate Students’ Competence in Integrated Science through the Process Skills Approach. This study aimed to describe the competence of science education undergraduate students, in terms of subject matter competence and pedagogic competence in integrated science using the process skills approach. This study was a descriptive study involving 31 semester VI undergraduate students of science education. The data were collected using the integrated science I test instrument and the integrated science II test instrument; the competence map development assesment instrument and integrated science learning syllabus; and the lesson plan assessment instrument and peer teaching instrument. The results showed increases in the subject matter competence, science interdisciplinary understanding competence for objective questions, and science interdisciplinary understanding competence for essay questions. Students’ pedagogic competence in planning integrated science learning ranged from the good category to the very good category, their competence in lesson plan development was good, and their competence in doing and managing learning was fairly good. Keywords : subject matter competence, pedagogic comptetence, integrated science, process skill approac

The use of diagnostic problems in the measurement of educational competencies of primary school

У статті висвітлено особливості діагностування сформованості навчальних компетентностей (ключової, міжпредметної та предметної)в учнів молодшого шкільного віку; розкрито діагностичні завдання для вимірювання математичної, природознавчої та іншомовної компетентностей молодших школярів, а також подано діагностичний інструментарій оцінювання навчальних компетентностей учнів початкової школи за результатами виконаних завданьВ статье обосновано особенности диагностирования сформированности учебных компетентностей (ключевой, межпредметной и предметной) у младших школьников; раскрыто диагностические задания для измерения математической, естественнонаучной и иноязычной компетентностей младших школьников, а также представлено диагностический инструментарий оценивания учебных компетентностей учеников начальной школы по результатам выполненных заданийThe article highlights the features of formation of diagnosing learning competencies (key, and interdisciplinary subject) of primary school children; here's a description of the key, and subject of interdisciplinary competence; disclosed practice-oriented diagnostic task based on the life story, during the perfomance of which the student must apply the generated knowledge and skills within the curriculum objectives elementary school, they are designed in such a way yhat allow you to check formation of younger pupils key, subject and interdisciplinary competence and measure the mathematical, natural science and foreing language competence of primary school children; describes the diagnostic tools to evaluate the levels of educational competencies of primary school children accoding to the diagnostic task. Diagnostic task, that were developed by us, for primary school are practice-oriented based on life story, during the implementation of which child should apply existing knowledge and skills within the curriculum objectives and primary school to verify formation of key, subject and inter-subject competences of the younger pupils. To test the formation of mathematical competence of the first-graders we offer diagnostic tasks "Mathematical discovery"; to verify the formation of natural science competencies of the first-graders we offer diagnostic tasks "Nature around us" and to verify the formation of foreign language competence of the first-graders we offer diagnostic method "Interesting language

The use of computers for graduate education in Project Management. Improving the integration to the industry.

This paper presents an initiative for monitoring the competence acquisition by a team of students with different backgrounds facing the experience of being working by projects and in a project. These students are graduated bachelor engineering are inexperienced in the project management field and they play this course on a time-shared manner along with other activities. The goal of this experience is to increase the competence levels acquired by using an structured web based portfolio tool helping to reinforce how relevant different project management approaches can result for final products and how important it becomes to maintain the integration along the project. Monitoring is carried out by means of have a look on how the work is being done and measuring different technical parameters per participant. The use of this information could make possible to bring additional information to the students involved in terms of their individual competencies and the identification of new opportunities of personal improvement. These capabilities are strongly requested by companies in their daily work as well as they can be very convenient too for students when they try to organize their PhD work

Co-guarantor attributes: a systemic approach to evaluating expert support

The paper suggests features of a generic framework which can assist in highlighting good practice as well as revealing shortcomings in expert support for management decision-making. Following the earlier writings of Habermas, I argue that expertise might be identified and considered as a set of �co-guarantor attributes� based upon knowledge constitutive interests. Co-guarantor attributes can be used as a benchmark for evaluation, where affirmative features of expert support can be identified as well as the incidence of �false guarantor� attributes which might be significant in perpetuating costly and unsuccessful intervention

Developing the Curriculum for Collaborative Intellectual Property Education

Intellectual property education, i.e. how intellectual property should be taught or more importantly how intellectual property is learnt, is a recent addition to the academic 'intellectual property' agenda. The regulation, acquisition and management of intellectual property rights presents economic, ethical, social and policy challenges across the international academic and business communities. Intellectual property is also the starting point of interesting academic cross-disciplinary collaborations in learning and teaching and in research. It will probably always be primarily a law subject taught by lawyers to law students hoping to practice. At the same time there is a growing array of disciplines demanding an awareness of and a competence in handling intellectual property concepts and regulations. At Bournemouth, we have been teaching IP across the disciplines for more than a decade. Recently, the Higher Education Academy subject centres in Law and in Engineering jointly funded a project to research 'IP for Engineers'. WIPO has begun addressing IP Education in earnest. At an international symposium in July 2005, papers addressed different aspects of IP Education, including Collaboration between Law Faculties and other disciplines. In November 2005, they jointly sponsored a National Conference in China to consider IP Education from primary school thru postgraduate research. IP education beyond the law school raises interesting questions for anyone contemplating teaching this complex law subject to non-lawyers. What constitutes the IP syllabus? Who should be teaching IP? When should it be taught? How should it be taught? What resources should be available? This paper begins to explore some of the answers

Artificial morality: Making of the artificial moral agents

Abstract: Artificial Morality is a new, emerging interdisciplinary field that centres around the idea of creating artificial moral agents, or AMAs, by implementing moral competence in artificial systems. AMAs are ought to be autonomous agents capable of socially correct judgements and ethically functional behaviour. This request for moral machines comes from the changes in everyday practice, where artificial systems are being frequently used in a variety of situations from home help and elderly care purposes to banking and court algorithms. It is therefore important to create reliable and responsible machines based on the same ethical principles that society demands from people. New challenges in creating such agents appear. There are philosophical questions about a machine’s potential to be an agent, or mora l agent, in the first place. Then comes the problem of social acceptance of such machines, regardless of their theoretic agency status. As a result of efforts to resolve this problem, there are insinuations of needed additional psychological (emotional and cogn itive) competence in cold moral machines. What makes this endeavour of developing AMAs even harder is the complexity of the technical, engineering aspect of their creation. Implementation approaches such as top- down, bottom-up and hybrid approach aim to find the best way of developing fully moral agents, but they encounter their own problems throughout this effort