Analysis of students' misconceptions on the material of life organization systems

This study aims to analyze students' misconceptions on the material of life organization systems and to determine the factors that cause misconceptions in students at SMP Negeri 10 Pontianak. The research subjects were 30 students of class VIII H. The method used was case study method. Data collection techniques used diagnostic tests with CRI and non-tests in the form of questionnaires and interviews. The results showed that there were students' misconceptions on the material of life organization systems. The percentage of students' misconceptions that fall into the high category is the sub-material on the organism (73.33%). In the medium category, there are sub material organizations of life (56.67%), cells (60.83%), and organs (65.83%). In the low category, there are sub-material tissues (36.67%) and organ systems (27.5%). There are 5 factors that cause misconceptions, namely associative thinking (64.2%), incomplete reasoning (66.1%), wrong intuition (62.1%), student ability (57.1%), and student interest (54.3%).

Evaluation of the second grade physics book in the light of associative thinking skills

The study was conducted in Iraq / University of Al-Qadisiyah, and aims to evaluate the physics book for the second intermediate class in the light of associative thinking skills, and to achieve it, the researchers reviewed the literature and previous studies related to associative thinking skills. Skills, which is the only classification of these skills. Then the researchers built a standard for associative thinking skills, which consists of three skills, and under each skill there are fifteen indicators, Then the researchers presented the criterion to a group of experts and arbitrators in the field of methods of teaching physics, methods of teaching life sciences, measurement, evaluation and educational psychology to verify the validity of the criterion and that its paragraphs match what was prepared for it. The researchers analyzed the content of the physics book for the second intermediate grade scheduled for the academic year (2020-2021) in light of the criterion, as the number of analyzed pages reached (80) pages, and the researchers adopted the idea unit as a unit of analysis, and the researchers By calculating the validity and reliability, as the researchers relied on the Holstey equation to calculate the reliability as a statistical method. In order to achieve the second goal in the model (Afaneh and Nashwan, 2016) for the second grade, the thinking and associative skills are averaged as required, and for the second grade, they reach the evaluation score of (75%). In light of the research results, the researcher came up with a set of effective: 1. Physics books for the intermediate stage include topics that include teaching students the skills of associative thinking and in the required form, taking into account the spoken percentages and methods of inclusion. 2. Work to establish training courses for physics teachers dealing with the latest global developments regarding strategies that develop associative thinking skills and use them to highlight the reciprocal relationship between employing these skills and solving the problems they face. The researchers suggested the following: Conducting studies to analyze the content of science books in the primary stage and physics books for the preparatory stage according to the skills of associative thinking. Keywords (calendar, textbook, associative thinking).

ARTPEDAGOGICAL VARIATION OF A POPULAR GAME MODEL

The purpose of this article is to present an experimental art pedagogical variation of a popular game model. The creative techniques used in the model aim to stimulate children’s creativity and creative imagination. A connection is sought between the figurative perception of the artistic image and the development of logical and associative thinking in children. The game model is expected to assist as a pedagogical resource in the learning process. The proposed author’s art pedagogical pedagogical model seeks to influence children’s creative perception. Its application is possible in the context of tasks related to child development, increasing interest and learning motivation.

IDENTIFY MISCONCEPTION ON REACTION RATE CONCEPT USING FOUR-TIER MULTIPLE CHOICE (4TMC) DIAGNOSTIC TEST INSTRUMENT

The aims of this study to identify the profile of students’ conseptions and misconceptions on the concept of reaction rate using a four-tier multiple choice diagnostic test instrument reported in the form of misconception profiles consisting of students' conceptions, students' misconceptions and the causes of misconceptions experienced by students. Based on the results of the study shown (1) the students’ conception profile is as much as 78% understand the concept, 21% misconceptions and 1% do not understand the concept, (2) the profile of student’s misconceptions in each sub-material that misconceptions on sub-material of concentration 16%, temperature 19%, surface area 41% and catalyst 24% and as many as 1 student (3%) including the high misconception category, 22 students (67%) included in the medium misconception category and 10 students (30%) were in the low misconception category. Students’ misconceptions vary in different causes such as; associative thinking 59%, preconceptions 25%, incomplete resoning 13%, humanistic thinking 2% and incorrect intuition 1% . Keywords: four-tier multiple choice, misconception, reaction rate

How Associative Thinking Influences Scene Perception

Perception of our external environment is not isolated from the influence of our internal thoughts. Here, we investigate the nature of their interaction. We argue that a common associative mechanism underlies both the perception of scenes and our internal thoughts, and in three experiments hypothesize that there is a functional advantage to an associative thought pattern in the perception of scenes. Experiments 1 and 2 showed that associative thinking indeed facilitates scene perception, an effect that evolved over the course of the experiments. Experiment 3 showed that associative thinking hinders the perception of individual, isolated objects, in which associative information is minimized, but that object perception is facilitated when associative thinking is reduced. This double dissociation reveals that a match between the orientation of internal and external processing is key for perception, suggesting that an associative mind is more receptive of externally perceived associative information.

National-Cultural Features of Verbal Associations

The article discusses the role of associative thinking in the language of the external world, the associative relationship of language units, the issue of associative study of language units in Uzbek linguistics, the associative features of national-cultural units in the Uzbek language. The results of the associative experiment conducted in the Uzbek language were analyzed, and the national-cultural symbol of the language units and the reflection of this symbol in the associative units were commented on. The article also discusses issues such as the fact that the meaning of associations changes over the years, the scale of verbal associations varies among linguists, and the role of associations as a basic unit in text formation.

On the Formation of the Ability to Perceive the Depth, Volume and Spatial Perspective of Flat Images as a Basic Component of the Technology for the Human Creative Potential Development

This article identifies new opportunities for initiating human creativity through activation of visual perception. It considers the possibility of increasing the level of creativity through the indirect formation of visual constructs when referring to the associative thinking of students. It shows that the potential development of creativity is due to the level of the subject development and the ability to perceive any flat images with the effects of depth, volume, and spatial perspective (hereinafter referred to as the 3D phenomenon). The results of student learning and testing students in grades 7-11 of one of the schools (Gymnasium) in Kazan are presented. Technology patents were obtained on training and surveys.

Abay’s poetology: functions of literary detail in the paradigm of imagery

The article analyzes theoretical definitions of the concept “poetology” and examines problems covering this issue. Based on the opinions of literary scholars, the relation of the term “poetology” to the entire literary-figurative system in the structure of the work is revealed in the paper. The analysis of various concepts allowed concluding that poetology is a teaching based on knowledge of the nature of literary consciousness and literary creativity. Based on this opinion, studies the poetical space of Abai’s works from the point of view of the figurative functions of his literary details. While analyzing the text of his poems, the role of the man of letter’s consciousness as a source of creativity, the functions of the subconsciousness and intention in the creative process as well as issues of aesthetic perception and associative thinking are explained here. On the material of poems based on the outstanding poet’s philosophical reflections about life, the author demonstrates the specific, psychological and symbolic types of literary details and studies their meaning. In order to study Abay’s poetic space, the subject of the analysis is represented by several poems, the role of literary details in the structure of the text in reflecting thoughts and feelings, the poet’s new images, the meaning of concepts in the content of the poem, the literary skill, poetic knowledge in accordance with the requirements of modern literary studies are discussed in the paper. In these verses, Abay artfully combines the criteria of the transience of life and eternity. The author analyzes and formulates the correction of his own, individual poetic space through the images of “time of troubles”, “blue fog”, the forthcoming time, “colorful butterfly”, dying in the summer, autumn, “arising butterfly”, “arising sun”, sneaking every day, “unchanging common Tengri”, “I”, glorifying the mind and spirit, “mine” embodying the way of life and character. It is proven that the characteristic images in the poet’s poems are created through various characteristic visual details.

ASSOCIATIVE MEANING AND VERBAL ASSOCIATIONS LANGUAGE PROPERTIES

This article analyzes issues such as: reflection of the externalworld in a language and the role of associative thinking in the same, associativeconnection and associative meaning of linguistic units, their role in text creation.Furthermore, It also reveals issues such as the changing the knowledge andimaginations/perceptions of a person about the external world, the re-perception ofthe world, the change of associative meaning, the size of verbal associations andtheir differences in language owners, national and cultural characteristics.