Case Study on Geoscience Teaching Innovation: Using 3D Printing to Develop Structural Interpretation Skill in Higher Education Levels

Applying three-dimensional (3D) printing technology to a geoscience classroom provides an alternative way to teach students. This brief report describes an educational innovation for the geoscience classroom by 3D printing technology to develop structural interpretation skill in high education level in Thailand. In comparison to traditional classrooms, this teaching method enables students to more easily comprehend how geological structures and features occur in nature through a project-based learning in seismic interpretation course. 3D printing models are constructed based on student interpretation through three different software packages. The observations in this study indicate that the ability to create the 3D models based on digital seismic data can enhance structural interpretation skill of students. The benefit of freely orientating and viewing in different angles of the 3D models leads to a construction of cognitive abstract space and spatial visualization ability. Therefore, 3D printing technology plays an important role in changing and developing the geoscience education system in Thailand at present and in the future. This teaching method could potentially benefit any science classroom and have applications in other disciplines requiring similar skill.

Scope Validity of the Graph Drawing and Interpretation Skill Checklist

The aim of this study is to determine the scope validity of the graph drawing interpretation skill checklist that can be used in social studies teaching. The literature review was made while the draft skill checklist was prepared at first. There have generally been some graph drawing and interpretation skill checklist studies at secondary and higher education levels. However, a graph drawing and interpretation skill checklist prepared for the social studies course at the primary education level has not been found. In the next step, items of the graph drawing and interpretation skill checklist were prepared. It has been benefitted from the literature on the graph drawing and interpretation for this. Attention has been paid to the preparation of items that assess the graph drawing and interpretation skill at the elementary education level. The scope validity of the items was analyzed employing the technique developed by Lawshe (1975) based on assessments of 10 specialists in their field. Analysis results show that the scope validity ration of the skill checklist was sufficient, thereby being workable in assessing the graph drawing and interpretation skill in social studies teaching.

The Enhancement of Consistency of Interpretation Skills on the Newton’s Laws Concept

Conceptual understanding is the most important thing that students should have rather than they had reaches achievement. The interpretation skill is one of conceptual understanding aspects. The aim of this paper is to know the consistency of students’ interpreting skills and all at once to get the levels of increasing of students’ interpretations skill. These variables learned by Interactive Lecture Demonstrations (ILD) common sense. The method of this research is pre-experimental research with one group pretest-posttest design. The sample has taken by cluster random sampling. The result had shown that 16 % of all student that are have perfect consistency of interpretation skill and there are increasing of interpretation skill on 84 % from unknown to be understand (this skill). This finding could be used by the future researcher to study in the other areas of conceptual understanding aspects

The Interpretation of Unanticipated News Arrival and Analysts’ Skill

Analysts’ functions are divided into discovery and interpretation roles, but distinguishing between the two is nontrivial. We conjecture that analysts’ interpretation skill can be gauged by their forecast revisions following material unanticipated news, in particular, following nonearnings 8-K reports, which arrive at the market unexpectedly. We establish that unanticipated 8-Ks are informative for analysts and find that analysts who are more likely to revise their forecasts following unanticipated 8-Ks provide more timely and accurate forecasts. We document a positive association between analysts’ tendency to react to unanticipated 8-Ks and market reaction to their recommendation changes, suggesting investors prefer these analysts’ opinions.

PENERAPAN PROBLEM BASED LEARNING PADA MATERI PENCEMARAN LINGKUNGAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X MIA 3 SMA NEGERI 3 SURAKARTA

<p>The purpose of this research is to improve student’s critical thinking skill on Environmental Pollution Subject at class X MIA 3 of SMA Negeri 3 Surakarta. The research is a Classroom Action Research with 2 cycles of action. Each cycle consist of 4 phases which is planning, acting, observing, and reflecting. The result of the observations showed, 1) interpretation skill 43.97%, 2) analysis 29.31%, 3) evaluation 32.76%, 4) inference 43.10%, 5) explanation 53.45%, and 6) self-regulation 52.59%. Average of students’ critical thinking skill procentage is 42,53%. The method of data collection is through observation, tests, and documentation. Technical analysis of data is technical qualitative descriptive. Data validation is use triangulation methods. The results of the application of <em>Problem Based</em> <em>Learning</em> on Environmental Pollution Subject showed an increase of students’ critical thinking skill. Students’ critical thinking skill in the first cycle is 70,83%. Students’ critical thinking skill in the second cycle is 75%. Based on the result of the research, we can conclude that the application of <em>Problem Based</em> <em>Learning</em> on Environmental Pollution Subject in general can improve students’ critical thinking skill at class X MIA 3 of SMA Negeri 3 Surakarta, despite the increase that occurs varies in each cycle.</p><p><em> </em></p><p><em>Keywords : </em>Critical Thinking Skill, Problem Based Learning</p>