Measuring students’ information skills through concept mapping

This paper seeks to develop a methodology that will discover, specify and measure students’ abilities and skills in creating concept maps. Because competencies are the key factor in higher education, the paper analyses the role of concept maps as a tool to diagnose and improve information analysis, synthesis, organisation and representation skills and competencies. We propose a methodology that enables these skills to be evaluated by observing, analysing and measuring the stages involved in creating a concept map: identification of the main and secondary subjects; subject codification by concepts; grading of concepts; and representation of the concepts and their relationships with labels. A case study using action-research methodology tests the usefulness of the methodology on a group of university students of Library and Information Science. The method proposed provides information on the strengths and weaknesses of the students’ skills analysed, thus enabling their training to be improved by means of specific actions

Creating an Instrument to Measure Student Response to Instructional Practices

BackgroundCalls for the reform of education in science, technology, engineering, and mathematics (STEM) have inspired many instructional innovations, some research based. Yet adoption of such instruction has been slow. Research has suggested that students’ response may significantly affect an instructor’s willingness to adopt different types of instruction.PurposeWe created the Student Response to Instructional Practices (StRIP) instrument to measure the effects of several variables on student response to instructional practices. We discuss the step‐by‐step process for creating this instrument.Design/MethodThe development process had six steps: item generation and construct development, validity testing, implementation, exploratory factor analysis, confirmatory factor analysis, and instrument modification and replication. We discuss pilot testing of the initial instrument, construct development, and validation using exploratory and confirmatory factor analyses.ResultsThis process produced 47 items measuring three parts of our framework. Types of instruction separated into four factors (interactive, constructive, active, and passive); strategies for using in‐class activities into two factors (explanation and facilitation); and student responses to instruction into five factors (value, positivity, participation, distraction, and evaluation).ConclusionsWe describe the design process and final results for our instrument, a useful tool for understanding the relationship between type of instruction and students’ response.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/1/jee20162_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/2/jee20162.pd

The Influence of Dormitory Architecture On Resident Behavior

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66943/2/10.1177_001391657300500402.pd

PENINGKATAN KEMAMPUAN DAN VARIASI INKURI SISWA SMP MELALUI PEMBELAJARAN INKUIRI PADA TOPIK KALOR DAN PERPINDAHANNYA

Studi ini dilakukan untuk mendapat gambaran tentang peningkatan kemampuan dan variasi inkuiri siswa yang mendapatkan pembelajaran berbasis inkuiri dan pembelajaran konvensional yang dilakukan di salah satu SMP di Makassar. Penelitian ini menggunakan metode kuasi eksperimen dengan desain The Static-Group Pretest-Posttest Design. Sampel dalam penelitian adalah siswa kelas VII sebanyak dua kelas (n = 74) yang diambil dengan teknik sampling acak kelas. Teknik pengumpulan data menggunakan tes kemampuan inkuiri (pretest dan posttest) dan lembar observasi variasi kemampuan inkuiri. Teknik pengolahan data menggunakan uji normalitas, homogenitas, N-gain dan uji-t. Hasil analisis data uji-t diperoleh nilai Sig. 0,000 < 0,05 yang berarti H¬0 ditolak, H1 diterima yang menunjukkan bahwa terdapat perbedaan peningkatan kemampuan inkuiri yang signifikan antara siswa yang belajar melalui model pembelajaran inkuiri dan pembelajaran konvesional. Hasil perhitungan N-gain menunjukkan bahwa siswa yang belajar melalui model pembelajaran inkuiri memiliki rata-rata N-gain 0,70 (kategori tinggi) yang lebih tinggi dibandingkan siswa yang belajar melalui model pembelajaran konvesional yang memiliki rata-rata N-gain 0,48 (kategori sedang). Hasil penelitian menunjukkan bahwa penerapan model pembelajaran inkuiri dapat meningkatkan kemampuan inkuiri yang lebih baik daripada penggunaan model pembelajaran konvensional. Hasil observasi pada kelas eksperimen menunjukkan variasi kemampuan inkuiri mengalami peningkatan pada setiap ciri esensial inkuiri. --- This study aimed to find the profile about enhancing inquiry ability and variation of students which is given inquiry based learning and conventional learning in one of middle school student in Makassar. This research used quasi experiment method with the static group pretest-posttest design. The sample of the research was the students of first grade as many as two class with total number of participants were 74 by using simple random sampling. The technique of collecting data used inquiry ability test (pretest and posttest) and observation sheet on inquiry ability variation. The technique analyzing data used N-gain test and t-test. The result of data analysis t-test showed score sig. 0,000 < 0,05 which mean H0 rejected, H1 received which showed there are significant difference to enhance the ability inquiry among students through inquiry learning and conventional learning. The result of N-gain showed students who learn through inquiry learning has average score N-gain 0,70 (high category) higher than students who learn through conventional learning has average score N-gain 0,48 (medium category). The result of research showed that implementation inquiry learning can enhance inquiry ability better than implementation conventional learning. The result of observation on experimental class showed variation inquiry ability has enhance in every essential feature of inquiry

Cloudworks

Cloudworks allows you to find other people's learning and teaching ideas, designs and experiences as well as sharing your own. You can also get access to many learning design tools and resources to help you create learning designs

Privacy and Self-Disclosure Online, 2005-2007

Abstract copyright UK Data Service and data collection copyright owner.The Privacy and Self-Disclosure Online Project studied the links between privacy and self-disclosure and contains three key studies: Study 1: automated interviews with 530 internet users questioned about their privacy concerns and protective behaviours. This is estimated to be the first study published that used an automated 'bot' (or robot) to interview people using an instant messaging client. Study 2: 562 people were asked to disclose personal information via a registration form at Time 1, and then completed privacy attitude and behaviour measures at Time 2. The dataset contains both parts, measuring their trust in the requester of the information and perceived privacy. Privacy was also experimentally manipulated at Time 1. Study 3: identity cards and privacy attitudes. 1,143 people were experimentally allocated to one of three possible implementations of ID cards in the UK, and their attitudes pre- and post-implementation measured. The dataset also contains their privacy attitudes. Further information about the project, including publications, may be found on the ESRC Privacy and Self-Disclosure Online Project grant award web page. Main Topics:The main topics included: privacy-related concerns and behaviours; privacy measures and self-disclosure using questions on sensitive topics such as income and ethnicity; attitudes towards ID cards. <br

Privacy and Self-Disclosure Online, 2005-2007

Abstract copyright UK Data Service and data collection copyright owner.The Privacy and Self-Disclosure Online Project studied the links between privacy and self-disclosure and contains three key studies: Study 1: automated interviews with 530 internet users questioned about their privacy concerns and protective behaviours. This is estimated to be the first study published that used an automated 'bot' (or robot) to interview people using an instant messaging client. Study 2: 562 people were asked to disclose personal information via a registration form at Time 1, and then completed privacy attitude and behaviour measures at Time 2. The dataset contains both parts, measuring their trust in the requester of the information and perceived privacy. Privacy was also experimentally manipulated at Time 1. Study 3: identity cards and privacy attitudes. 1,143 people were experimentally allocated to one of three possible implementations of ID cards in the UK, and their attitudes pre- and post-implementation measured. The dataset also contains their privacy attitudes. Further information about the project, including publications, may be found on the ESRC Privacy and Self-Disclosure Online Project grant award web page. Main Topics:The main topics included: privacy-related concerns and behaviours; privacy measures and self-disclosure using questions on sensitive topics such as income and ethnicity; attitudes towards ID cards. <br