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2022 ◽  
Vol 8 (1) ◽  
pp. 188-194
Author(s):  
Anda Juanda

To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills.


2022 ◽  
pp. 1329878X2110678
Author(s):  
Patrick Heiberg Kapsch

Based on participant-driven media use tracking and self-reflexive media use Vlogs, this article explores how young adult media users make sense of their user agency vis-à-vis algorithms in digital media and how they try actualizing it through reflexive and mundane enactments of algorithmic systems. The article proposes to adapt the concept of ‘small acts of engagement’ to grasp the productive and agentic potentials of how users enact algorithms purposively in daily media use. By engaging research participants actively in reflections to better understand, and possibly respond to the influence of algorithmic power in daily media use, the study unfolds common boundaries of users’ reflexive capabilities, showing how exercising user agency in a datafied age is increasingly complex and prospective, yet not merely limited by algorithmic power. As a result, the article discusses the methodological implications and potentials of engaging media users in reflections and actions to shape their communicative agency, which might be a possible step towards mobilizing algorithmic literacy.


Author(s):  
Ellen Daly ◽  
Olivia Smith ◽  
Hannah Bows ◽  
Jennifer Brown ◽  
James Chalmers ◽  
...  

This commentary responds to claims that research by Cheryl Thomas ‘shows’ no problem with rape myths in English and Welsh juries. We critique the claim on the basis of ambiguous survey design, a false distinction between ‘real’ jurors and other research participants, the conflation of attitudes in relation to abstract versus applied rape myths, and misleading interpretation of the data. Ultimately, we call for a balanced appraisal of individual studies by contextualising them against the wider literature.<br /><br />Key messages<br /><ul><li>Thomas (2020) argued that her research showed rape myths do not influence juries.</li><br /><li>We critique Thomas’ claim because the research was not designed to ask about influence on juries, there are several methodological limitations, and the data actually reveal ambivalence about rape myths on the part of many jurors.</li></ul>


2022 ◽  
Vol 131 ◽  
pp. 03007
Author(s):  
Vida Gudzinskiene ◽  
Neringa Kurapkaitiene

Phenomenon of the Volunteering reveals itself through dedicated time for volunteering, duration of volunteering commitment, area where volunteering is implemented and through age group of the volunteers. The object of the study is volunteering experience of young adults. Interpretative Phenomenological Analyses is research methodology. According to the phenomenological approach, research itself is not focusing on any foreseen objectives, oriented to the volunteers’ experience. In this article is presented part of the research, giving deeper view on one of the super-ordinates theme, with the aim: to present responsibility for your own life experience of young adults in long term and fulltime volunteering, while volunteered is held in social help area. In the study participated 6 research participants, 3 young men and 3 young women, 20–30 years old. To collect the data of the research were used semi-structured interviews. Conclusions of the study presented in this article shows 1) that through volunteering experience research participants perceived power and duty of own life’s quality. They got awareness about their own life – they can and they must be responsible of own life. 2) This power of responsibility is hidden in themselves and change of own life depends on the decisions made by them while volunteering. Prior experience of responsibility is opening decision possibilities and freedom possibilities in any change of life.


2021 ◽  
Vol VI (IV) ◽  
pp. 54-63
Author(s):  
Mahmood Ahmed Dool ◽  
Naeem Akhtar ◽  
Najmunnisa Khan

Inquiry-based learning (IBL) is a student-centered approach of instruction that aims at increasing students' active engagement and their skills of investigation, reflection, and critical thinking within real-world expressions and practices. This literature review includes mostly those research studies in which a quasiexperimental approach was used, followed by a pretest-posttest design with random allocation of research participants. As per the aim of this literature review, those research studies were included where elementary grade students were selected as research participants to investigate the effects of IBL approaches on students' science literacy and skills. One of the engaging lessons from this review shows that IBL approach science skills are described as two sides of the same coin. Additionally, almost all reviewed studies defined IBL as students centered approach. Moreover, the effects of IBL are also discussed in detail


Author(s):  
Viktor P. Sheinov ◽  
Anton S. Dziavitsyn

The authors made an attempt to reduce the number of items on the A26 questionnaire by improving the factor structure of the assertiveness questionnaire. Thepreviously carried out development of a reliable and valid Russian-language assertiveness questionnaire A26 made it possible to obtain a large number of results, including partially repeating foreign ones, but also showing significant differences in the properties of assertion among Russian-speaking research participants. Questionnaire A26 includes 26 questions aimed at finding out how a person behaves in relation to others, to friends, close people and how he reacts to various life situations. Correlation and factor (exploratory and confirmatory) analyses of the original version of the A26 questionnaire and its version A23, reduced to 23 items, were carried out. Thefactorial models of the A26 and A23 questionnaires are presented and analysed. Both of them contain factor 1 «confidence» and factor 2 «determination», which include all items of A23, but in A26 there are two items that are not included in any of the factors. Model A23 is more strongly associated with the indicated factors of assertiveness, as well as with the most reliable correlates of assertiveness: strategies of behaviour in conflict, life satisfaction (positive connection) and shyness (negative connection). At the same time, A23 has better uniformity and discrimination than A26. Thecorrelation between A26 and A23 is 0.988. We obtained a reduced to 23 items version (A23) of the assertiveness questionnaire with the best psychometric properties, which meets the main criteria of reliability and validity. Thearticle contains the full (A26) and abbreviated (A23) versions of the assertiveness questionnaire.


2021 ◽  
pp. 026455052110694
Author(s):  
Simonas Nikartas ◽  
Artūras Tereškinas

Using the concept of ‘pains of punishment’, the article analyses the experiences of Lithuanian women serving community sentences. Our study demonstrates that women experience the universal pains of punishment associated with stigmatisation, shame, and the inconveniences caused by punishment, as well as constraints and anxieties about impending imprisonment. Furthermore, the complex context of their social environment (relationships with partners, children, and other loved ones) contributes to these pains. In contrast to some previous studies, the Lithuanian women’s experiences do not fall under the category of ‘demanding clients’ since the research participants do not think of the Probation Service as an institution that could meet their needs and provide them with assistance.


2021 ◽  
Author(s):  
Julia G. Bottesini ◽  
Mijke Rhemtulla ◽  
Simine Vazire

What research practices should be considered acceptable? Historically, scientists have set the standards for what constitutes acceptable research practices. However, there is value in considering non-scientists’ perspectives, including research participants’. 1,873 participants from MTurk and university subject pools were surveyed after their participation in one of eight minimal-risk studies. We asked participants how they would feel if common research practices were applied to their data: p-hacking/cherry-picking results, selective reporting of studies, Hypothesizing After Results are Known (HARKing), committing fraud, conducting direct replications, sharing data, sharing methods, and open access publishing. An overwhelming majority of psychology research participants think questionable research practices (e.g., p-hacking, HARKing) are unacceptable (68.3--81.3%), and were supportive of practices to increase transparency and replicability (71.4--80.1%). A surprising number of participants expressed positive or neutral views toward scientific fraud, raising concerns about the quality of our data. We grapple with this concern and interpret our results in light of the limitations of our study. Despite ambiguity in our results, we argue that there is evidence (from our study and others’) that researchers may be violating participants’ expectations and should be transparent with participants about how their data will be used.


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