A Preliminary Study on the Development of the Core Emotion Assessment Instrument Based on the Chiljeong

The explosion of knowledge in all of the biological sciences, and specifically in physiology, has created a growing problem for educators. There is more to know than students can possibly learn. Thus, difficult choices have to be made about what we expect students to master. One approach to making the needed decisions is to consider those “core principles” that provide the thinking tools for understanding all biological phenomena. We identified a list of “core principles” that appear to apply to all aspects of physiology and unpacked them into their constituent component ideas. While such a list does not define the content for a physiology course, it does provide a guideline for selecting the topics on which to focus student attention. This list of “core principles” also offers a starting point for developing an assessment instrument to be used in determining if students have mastered the important unifying ideas of physiology.

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Nano-Goethite (α-FeOOH) Magnetic Structure Investigated Using Ising Core-Shell Model: Preliminary Study

Materials Science Forum ◽

10.4028/www.scientific.net/msf.1028.193 ◽

2021 ◽

Vol 1028 ◽

pp. 193-198

Author(s):

Budi Adiperdana ◽

Nadya Larasati Kartika ◽

Risdiana

Keyword(s):

High Temperature ◽

Low Temperature ◽

Shell Model ◽

Magnetic Structure ◽

Paramagnetic State ◽

Core Shell ◽

The Core ◽

Preliminary Study

Ising core-shell model was proposed to reconstruct superparamagnetism hysteresis in nano-goethite (α-FeOOH). Core and shell set as antiferromagnetic and paramagnetic state respectively. Core and shell radius varies until the theoretical hysteresis fit with experiment hysteresis. At low temperature, the hysteresis reconstructed nicely with 55% antiferromagnetic core contribution and 45% paramagnetic shell contribution. At high temperature, the core-shell model show unrealistic result compared to the pure paramagnetic state.

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Preliminary Study on the Core Competencies of Full-time Master of Public Health in China

Proceedings of the 2015 International Conference on Industrial Technology and Management Science ◽

10.2991/itms-15.2015.124 ◽

2015 ◽

Author(s):

Y.J. Qin ◽

Y.G. Wang

Keyword(s):

Public Health ◽

Core Competencies ◽

Full Time ◽

Master Of Public Health ◽

The Core ◽

Preliminary Study

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Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers

10.31219/osf.io/a63te ◽

2021 ◽

Author(s):

HRA Mulyani ◽

Anisa Zahra Hermayani

Keyword(s):

Prospective Teacher ◽

Student Response ◽

Biology Teacher ◽

Validity And Reliability ◽

Biology Teachers ◽

The Core ◽

Content Representation ◽

Teacher Students ◽

Preliminary Study ◽

Very High

The results of the preliminary study were obtained from 15 prospective biology teacher students related to the initial abilities that must be possessed to become a teacher and the implementation of learning in science learning. In general, 15 prospective teachers were of the opinion that it was not so different about the ability to have to become a teacher. Based on the results of the preliminary study, prospective teacher students already know the abilities that need to be possessed to become a teacher and in the implementation of learning students must be active but still not showing knowledge related to knowledge that combines content and pedagogical knowledge. One way to analyze the ability of prospective teacher PCK is through filling in documents consisting of Content Representation (CoRe). The data presented in the form of student response questionnaire analysis related to CoRe in terms of education and language and the results of test the validity and reliability of items. For linguistic aspects of CoRe instrument in general CoRe instrument have very high frequency, meaning that CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teacher students at Muhammadiyah Metro University with a percentage 70%. For educational aspects of the CoRe instrument in general CoRe instrument have very high criteria, meaning that the CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teachers at the Muhammadiyah Metro University with a percentage 73,33%.

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Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers

Education Quarterly Reviews ◽

10.31014/aior.1993.04.01.170 ◽

2021 ◽

Vol 4 (1) ◽

Author(s):

HRA Mulyani ◽

◽

Anisa Zahra Hermayani

Keyword(s):

Prospective Teacher ◽

Student Response ◽

Biology Teacher ◽

Validity And Reliability ◽

Biology Teachers ◽

The Core ◽

Content Representation ◽

Teacher Students ◽

Preliminary Study ◽

Very High

The results of the preliminary study were obtained from 15 prospective biology teacher students related to the initial abilities that must be possessed to become a teacher and the implementation of learning in science learning. In general, 15 prospective teachers were of the opinion that it was not so different about the ability to have to become a teacher. Based on the results of the preliminary study, prospective teacher students already know the abilities that need to be possessed to become a teacher and in the implementation of learning students must be active but still not showing knowledge related to knowledge that combines content and pedagogical knowledge. One way to analyze the ability of prospective teacher PCK is through filling in documents consisting of Content Representation (CoRe). The data presented in the form of student response questionnaire analysis related to CoRe in terms of education and language and the results of test the validity and reliability of items. For linguistic aspects of CoRe instrument in general CoRe instrument have very high frequency, meaning that CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teacher students at Muhammadiyah Metro University with a percentage 70%. For educational aspects of the CoRe instrument in general CoRe instrument have very high criteria, meaning that the CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teachers at the Muhammadiyah Metro University with a percentage 73,33%.

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Derivational affixes in Japanese and Indonesian

Journal of Applied Studies in Language ◽

10.31940/jasl.v2i1.813 ◽

2018 ◽

Vol 2 (1) ◽

pp. 35

Author(s):

Lien Darlina

Keyword(s):

Basic Sequence ◽

Sentence Structure ◽

Clause Structure ◽

Basic Form ◽

Linguistic Typology ◽

Sequence Pattern ◽

The Core ◽

Preliminary Study ◽

Morphological Processes ◽

Agglutinative Language

Japanese and Indonesian seen from morphological typology is an agglutinative language in which the morphological processes are done by affixation, ie by adding prefixes, suffixes and infixes. While the basic sequence sentence structure has a SOV sequence pattern for Japanese and SVO for Indonesian language. The predicate filled by the verb is capable of binding arguments in constructing the clause structure, so that there are verbs with one, two and three arguments, it depends on the type of verb. This study is a preliminary study of Japanese and Indonesian derivative verbs: the study of linguistic typology. The Theory of Linguistic Typology is used to analyze the formation of Japanese and Indonesian derivative verbs in which the verb serves as the core of the predicate to bind the argument in constructing the clause structure. From the perspective of linguistic typology, the results of the analysis show that (1) the basic form of Japanese derivative verb formers are adjectives (keiyoushi) and noun verbs, whereas Indonesian derivative verbs are derived from adjectives, nouns and pre-categorical. (2) The Japanese derivation affixes joining the adjective (keiyoushi) are -める meru, -まるmaru, -がるgaru’, -むmu and which joins the noun verb is -するsuru. While the derivational affix of the Indonesian language that joined the nouns are meng-, ber-, ter-, ke-an, ber-an, ber-kan, per-, -i, per-i, per-kan, the affix that joins the adjective are meng-, ber-, ter-, ke-an, ber-an, ber-kan, per-, -kan, per-i, dan –i and the affixes that join the pre-categorical are meng-, ter-, ber-, ber-an, -i,-kan.

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Persepsi Dampak Ujian dengan MCQ terhadap Proses Belajar Mahasiswa Fakultas Kedokteran

Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education ◽

10.22146/jpki.25240 ◽

2014 ◽

Vol 3 (3) ◽

pp. 162

Author(s):

Irwin Aras ◽

Gandes Retno Rahayu ◽

Yayi Suryo Prabandari

Keyword(s):

Medical Students ◽

Learning Outcomes ◽

Rating Scale ◽

Assessment Instrument ◽

Free Response ◽

Mind Mapping ◽

Preliminary Study ◽

Many Sources ◽

Descriptive Survey ◽

Content Information

Background: Multiple choice question (MCQ) has been used widely as a method to assess the achievement of learning outcomes. MCQ as an assessment instrument may give both expected and unexpected impact. The research’s objective is to identify the impacts of MCQs in term of the structure, content, information and regulation on the learning process of student at Medical Faculty Hasanuddin University Method: The study was a descriptive survey involving 505 medical students from Hasanuddin University who were still in the academic phase, class of 2010, 2011 and 2012. Preliminary study was carried out to explore learning impacts caused by MCQs. Based on the result of preliminary study a questionnaire using rating scale was developed, consisting 92 items of possible learning impacts. Open ended questions were added to get free response from the students. The answers were classified into expected and unexpected learning impacts.Results: The structure, content, information and regulation of the MCQ method gave expected impacts such as learning from many sources (74.4%), group studying (96.2%), mind mapping (37.9%) and re-discussing the exam materials (96.2%). It also gave unexpected impacts such as guessing the answer (44.8%), only studying previous exams (93.5%), cheating (33.7%) and taking pictures of the exam papers (38.2%). Conclusion: Unexpected impacts may occur from the MCQ method, which structurally consists of item flaws, such as only assessing memorizing skills rather than the application of knowledge and incomplete information in the stem. The regulation, in the form of summative exam, will encourage students to prepare themselves more seriously if compared to the formative exam.

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