Contribution Analyzing Teaching Culture and Intercultural Communicative Competence Educational Research Centre (Centrum pedagogického výzkumu – hence CPV) at the Faculty of Education, Masaryk University, Brno, Czech Republic is currently conducting a research project called CPV Video Study of English. The Educational Research Centre have been using videobased methodology to carry out observational analyses of the processes of teaching and learning in various school subjects: Physics, Geography, Physical Education and English (Najvarová, Najvar, Janík 2009). The research project was inspired by the IPN Video Study (Seidel, Prenzel, Kobarg 2005) and the cooperation of these two centres continues. The goal of the following study is to present the preliminary findings of a dissertation project focused on analyzing teaching culture and intercultural communicative competence in English lessons. The poster will introduce the system of categories developed for observing and analyzing teaching culture and intercultural communicative competence in English lessons and examine the time distribution of the individual categories in the sample of 79 lessons videotaped in the project CPV Video Study of English. This approach focuses on the theoretical concept of teaching as creating opportunities to learn, which is the theoretical starting point of CPV Video Study of English and enables an analysis of the quality of teaching culture and intercultural communicative competence in English lessons. The findings represent important preliminary findings about the quality of education in the area of teaching culture and intercultural communicative competence in English lessons that are meaningful for improving both the quality of teaching and professional development of teachers. Kontribusi Menganalisis Pengajaran Kebudayaan dan Intercultural Communicative Competence Educational Research Centre (Centrum pedagogického výzkumu - maka KPV) di Fakultas Pendidikan, Universitas Masaryk, Brno, Republik Ceko saat ini sedang melakukan proyek penelitian yang disebut BPV Video Belajar Bahasa Inggris. Pendidikan Pusat Penelitian yang telah menggunakan metodologi berbasis video untuk melakukan pengamatan analisis dari proses-proses pengajaran dan pembelajaran di berbagai mata pelajaran sekolah: Fisika, Geografi, Pendidikan Jasmani dan Inggris (Najvarová, Najvar, Janik 2009). Proyek penelitian ini terinspirasi oleh IPN Video Study (Seidel, Prenzel, Kobarg 2005) dan kerja sama kedua pusat terus. Tujuan dari studi berikut adalah untuk menyajikan temuan awal dari proyek disertasi berfokus pada pengajaran menganalisis budaya dan kompetensi komunikasi antarbudaya dalam pelajaran bahasa Inggris. Poster akan memperkenalkan sistem kategori dikembangkan untuk mengamati dan menganalisis budaya pengajaran dan kompetensi komunikasi antar-budaya dalam pelajaran bahasa Inggris dan memeriksa distribusi waktu kategori individu dalam sampel dari 79 pelajaran dalam proyek rekaman video BPV Video Belajar Bahasa Inggris. Pendekatan ini berfokus pada konsep teoritis mengajar sebagai menciptakan kesempatan untuk belajar, yang merupakan titik awal teoretis BPV Video Belajar bahasa Inggris dan memungkinkan analisis kualitas pengajaran komunikatif antar budaya dan kompetensi dalam pelajaran bahasa Inggris. Temuan penting mewakili temuan awal tentang kualitas pendidikan di bidang budaya pengajaran dan kompetensi komunikasi antar-budaya dalam pelajaran bahasa Inggris yang bermakna baik untuk meningkatkan kualitas pengajaran dan pengembangan profesional guru. Method In CPV Video Study of English, 79 English lessons were videotaped in the 7th and 8th grades of lower secondary schools in the Czech Republic in the standardized way (Seidel, Prenzel, Kobarg 2005) using two videocameras. The 25 teachers whose lessons were videotaped were from schools randomly selected for the purposes of the research. The programme Videograph (Rimmele 2004) is used for processing the data. The recorded lessons were transcribed recording the utterances of the teacher (U), a single pupil (Z), several pupils at once (ZZ) and the whole class at once (T) and coded with the help of the system of categories developed for this purpose: CU 0: none CU 2: culture-general: DECLARATIVE KNOWLEDGE CU 3: culture-general: CULTURAL AWARENESS CU 4: culture-general: BEHAVIOUR CU 5: culture-general: ATTITUDES CU 6: culture-specific: DECLARATIVE KNOWLEDGE CU 7: culture-specific: CULTURAL AWARENESS CU 8: culture-specific: BEHAVIOUR CU 9: culture-specific: ATTITUDES CU 10: other Expected Outcomes The total amount of the videotaped lessons is 79. 49 lessons from the sample do not contain any of the above described categories apart from CU0 (none) and CU9 (other). In the remaining 30 lessons, the following categories were also present: CU1, CU2, CU5 and CU6. The biggest amount of time devoted to cultural contents in one of the lessons is 39 minutes and 10 seconds. 38 minutes and 10 seconds represent category CU5 (and 1 minute represents CU6. The teachers seem to focus mainly on the so called "Big-C culture" and the knowledge of thereof and seem to neglect addressing other aspects coming under the areas of cultural awareness, attitudes and behavioral patterns in their lessons that are, however, necessary for developing intercultural communicative competence. The tendency to follow the knowledge-based approaches to teaching culture is clearly prevalent in the sample of the 79 lessons. References Najvarová, V., Najvar, P., Janík, T. (2009). Opportunites to Learn across the Curriculum in the Czech Republic: The Results from the CPV Video Study. Orbis scholae, Vol. 3, No. 2 (in print). Rimmele, R. Videograph. Kiel : IPN, 2004. Seidel, T., Prenzel, M., Kobarg, M. (Eds.) (2005). How to Run a Video Study: Technical Report of the IPN Video Study. Münster: Waxman. This proposal is part of a master or doctoral thesis. You are invited to upload your full text. Conditions for online publication and submission form here Author Information Jana Zerzová (submitting/presenting) Masarykova univerzita, Czech Republic English language and literature Brno, Czech Republic Programme Planner No papers in Your Programme Planner. © European Educational Research Association c/o Freie Universität Berlin Imprint Disclaimer Abstracts & Papers Printversion Content analysis of school textbooks: the case of a technologyoriented curriculum Author: Amos Dreyfus a Affiliation: a Faculty of Agriculture, The Hebrew University of Jerusalem, Rehovot 76100, Israel DOI: 10.1080/0950069920140102 Publication Frequency: 18 issues per year Published in: 12 International Journal of Science Education, Volume 14, Issue 1 January 1992 , pages 3 - Subject: Science Education; Formats available: PDF (English) Article Requests: Order Reprints : Request Permissions Single Article Purchase: US$30.00 - buy now purchase type customer type Single Article Purchase Any Issue Purchase Any Sign In Online Sample View Article: online access add to cart payment method [ show other buying options ] price 3 days, 1 user, credit card US$30.00 buy now 3 cookies permanent credit card US$618.86 buy now add to cart add to cart View Article (PDF) Abstract A technology-oriented curriculum is a curriculum which teaches a scientific discipline in a technological context. Should the school textbooks which accompany such programmes be different from those which are intended to be used in 'conventional' programmes? To address this question I: (a) examined the conventional definition of a textbook; (6) redefined the role of the textbook according to a curriculumdeveloper approach; (c) designed a system of textbook analysis adapted to this new definition; (d) applied this system to a specific curriculum of the technology-oriented type. The crucial keywords in the analysis were (i) the nature of the problems dealt with in the curriculum, (ii) the nature of the concepts taught, and (iii) the extent of their applicability. view references (32) : view citations Analisis isi buku pelajaran sekolah: kasus sebuah kurikulum yang berorientasi teknologi Pengarang: Amos Dreyfus sebuah Afiliasi: Fakultas Pertanian, Universitas Ibrani Yerusalem, Rehovot 76.100, Israel DOI: 10.1080/0950069920140102 Publikasi Frekuensi: 18 isu per tahun Published in: International Journal of Science Education, Volume 14, Issue 1 Januari 1992, halaman 3-12 Perihal: Ilmu Pendidikan; Format yang tersedia: PDF (Bahasa Inggris) Pasal Permintaan: Order Reprints: Permintaan Perizinan Single Pasal Pembelian: US $ 30,00 - membeli sekarang tambahkan ke keranjang [menunjukkan pilihan membeli lain] pembelian jenis tipe pelanggan metode pembayaran akses online harga Pasal tunggal Setiap Pembelian 3 hari, 1 user, 3 biskuit kartu kredit US $ 30,00 membeli sekarang tambahkan ke keranjang Setiap Pembelian masalah kartu kredit tetap US $ 618,86 membeli sekarang tambahkan ke keranjang • Masuk • Online Contoh Lihat Pasal: View Article (PDF) Abstrak Sebuah kurikulum yang berorientasi teknologi adalah suatu kurikulum yang mengajarkan disiplin ilmiah dalam konteks teknologi. Haruskah buku pelajaran sekolah yang menyertai program-program tersebut akan berbeda dari orang-orang yang dimaksudkan untuk digunakan dalam 'konvensional' program? Untuk menjawab pertanyaan ini saya: (a) memeriksa definisi konvensional dari sebuah buku teks; (6) mendefinisikan kembali peran buku pelajaran sesuai dengan kurikulum-pendekatan pengembang (c) merancang sistem analisis buku teks disesuaikan dengan definisi baru ini; ( d) menerapkan sistem ini kurikulum tertentu dari jenis berorientasi teknologi. Kata kunci penting dalam analisis adalah (i) sifat dari masalah dibahas dalam kurikulum, (ii) sifat dari konsep yang diajarkan, dan (iii) sejauh mana penerapan mereka. Bookmark with: CiteULike Del.icio.us BibSonomy Connotea More bookmarks Guest editorial: an analysis of social work textbooks for aging content: how well do social work foundation texts prepare students for our aging society?(SPECIAL SECTION: INNOVATIONS IN GERONTOLOGICAL SOCIAL WORK EDUCATION)(Editorial) Journal of Social Work Education | January 1, 2006| Tompkins, Catherine J.; Rosen, Anital L.; Larkin, Heather | Copyright Ads by Google Internal Medicine 2010 The Latest Medical Education Toronto, Canada www.acponline.org Work Visa for Australia. Australia seeks skilled workers Live and Work in Australia visa.australia.migrationexpert.com Cherro Live Cell The world no.1 Anti Aging Sheep Placenta www.cherrolivecell.com TEXTBOOKS SERVE A CRITICAL ROLE in social work and other fields of professional practice in the development of curriculum and the education of students. The pervasiveness, accuracy, and quantity of subject matter in any textbook influence students' knowledge and competencies (Kramer, Hovland-Scafe, & Pacourek, 2003). The choices textbook authors make in including or excluding material or choosing certain case studies and examples are often reflected in what is actually taught. Faculty members may revise course syllabi to "match" the chapters and content of textbooks and ... Read all of this article with a FREE trial to HighBeam Research Tamu editorial: analisis pekerjaan sosial buku pelajaran bagi konten penuaan: seberapa baik kerja sosial yayasan teks mempersiapkan siswa untuk masyarakat penuaan kita? (KHUSUS SECTION: INOVASI SOSIAL DALAM BEKERJA GERONTOLOGICAL PENDIDIKAN) (Editorial) Journal of Social Work Education | 1 Januari 2006 | Tompkins, Catherine J.; Rosen, Anital L.; Larkin, Heather | Copyright Iklan oleh Google Internal Medicine 2010 The Latest Medical Education Toronto, Kanada www.acponline.org Work Visa untuk Australia. Australia mencari pekerja terampil Tinggal dan Kerja di Australia visa.australia.migrationexpert.com Cherro Live Cell No.1 dunia Anti Aging Sheep Placenta www.cherrolivecell.com Textbooks SERVE A KRITIS PERAN dalam pekerjaan sosial dan bidang-bidang lain praktek profesional dalam pengembangan kurikulum dan pendidikan siswa. The pervasiveness, akurasi, dan kuantitas materi subjek dalam buku teks apapun pengaruh pengetahuan siswa dan kompetensi (Kramer, Hovland-Scafe, & Pacourek, 2003). Penulis buku teks pilihan buat dalam termasuk atau tidak termasuk bahan atau memilih studi kasus tertentu dan contoh sering tercermin dalam apa yang sebenarnya diajarkan. Fakultas saja anggota bisa merevisi silabus untuk "cocok" bab-bab dan isi buku pelajaran dan ... Related newspaper, magazine, and trade journal articles from HighBeam Research (Including press releases, facts, information, and biographies) The Communicative Aspects of Textbooks’ Prefaces: A Descriptive Analysis Aspek-aspek yang komunikatif Textbooks 'pengantar: Sebuah Analisis Deskriptif By Shahnil Asmar Saaid and Zaiha Ahmad. Published by The International Journal of the Book Format Article: Print Price $US10.00 Article: Electronic $US5.00 Order Order A preface is the author's attempt to introduce the text and explain why the book was written and to what audience it was written for. It helps to determine how the text is organized and the limitations, if any. It also informs some of the references that the author used and explains the main emphasis of the text. In some cases, aids for learning may also be included in this section. The preface thus serves as part of the author’s introduction to the book and not part of the content of the book. It is the part where authors inform the reader about the text itself and express their attitudes and beliefs about the content of the text. Here, the authors do not add propositional material but help their readers organize, classify, interpret, evaluate and react to such material. Given the importance of textbooks’ prefaces, this study aims to examine the communicative aspects that authors used. Using a descriptive analysis, this study will look at six undergraduate introductory textbooks for six disciplines (management, communication, accounting and finance, psychology, biology and chemistry). The analysis will reveal the differences and similarities of each author in a textbook’s preface and how their communicative aspects help readers to use and understand the organization of the book. Keywords: Textbook Authors, Textbook Genres, Textbook Preface, Textbook Organization, Undergraduates Sebuah kata pengantar adalah upaya penulis untuk memperkenalkan teks dan menjelaskan mengapa buku ini ditulis dan untuk apa penonton itu ditulis untuk. Ini membantu untuk menentukan bagaimana teks disusun dan keterbatasan, jika ada. Ini juga menginformasikan beberapa referensi yang digunakan penulis dan menjelaskan penekanan utama dari teks. Dalam beberapa kasus, alat bantu untuk belajar juga dapat disertakan dalam bagian ini. Demikian kata pengantar berfungsi sebagai bagian dari pengantar penulis buku dan bukan bagian dari isi buku. Ini adalah bagian di mana penulis memberitahukan kepada pembaca tentang teks itu sendiri dan menyatakan sikap dan keyakinan mereka tentang isi teks. Di sini, penulis tidak menambahkan bahan proposisional tetapi membantu pembaca mereka mengorganisir, mengklasifikasi, menafsirkan, mengevaluasi dan bereaksi terhadap materi tersebut. Mengingat pentingnya buku 'pengantar, penelitian ini bertujuan untuk meneliti aspek-aspek yang komunikatif penulis digunakan. Menggunakan analisis deskriptif, penelitian ini akan melihat enam sarjana pengantar buku selama enam disiplin ilmu (manajemen, komunikasi, akuntansi dan keuangan, psikologi, biologi dan kimia). Analisis akan mengungkapkan perbedaan dan persamaan dari setiap penulis dalam kata pengantar buku teks dan bagaimana aspek komunikatif mereka membantu pembaca untuk menggunakan dan memahami organisasi dari buku ini. Keywords: Buku Penulis, Buku Genre, Kata Pengantar Buku, Buku Organisasi, Sarjana International Journal of the Book, Volume 6, Issue 2, pp.5-12. Article: Print (Spiral Bound). Article: Electronic (PDF File; 524.961KB). Shahnil Asmar Saaid Lecturer, Publishing Program, MARA University of Technology (UiTM), Shah Alam, Selangor, Malaysia Shahnil Asmar Binti Saaid is a lecturer of Publishing Program at MARA University of Technology (UiTM). She has served as Head of Publishing Program in 1999-2002 and has been teaching publishing studies for almost a decade. She received her Masters degree in Publishing and Book Production from the University of Plymouth, UK and currently is doing her Ph.D research in book typography. She has written several books (fiction and non fiction) and presented paper in the area of book publishing. She is also a member of Standard Malaysia Technical Experts in Publishing. Her major interests include the area of typography, book design, book production process, and media studies. Zaiha Ahmad Lecturer, Publishing Program, MARA University of Technology (UiTM), Shah Alam, Selangor, Malaysia Zaiha bt Ahmad is lecturer of Publishing Program at MARA University of Technology (UiTM). She has served as a publishing lecturer since 2001. She has received her Masters degree in Publishing from University of Stirling, UK and has presented papers at the international conference. She participates the Malaysian Board on Books for Young People (MBBY) and Standard Malaysia Technical Experts in Publishing, and teaches in the areas of publishing, book design and graphic and layout. Reviews: There are currently no reviews of this product. Write a Review This site is built in CGPublisher. Conditions of use. The Extent to Which Psychology Students Read Textbooks: A Multiple Class Analysis of Reading across the Psychology Curriculum Journal article by Michael A. Clump, Heather Bauer, Catherine Bradley; Journal of Instructional Psychology, Vol. 31, 2004 Journal Article Excerpt The Extent to Which Psychology Students Read Textbooks: A Multiple Class Analysis of Reading across the Psychology Curriculum. by Michael A. Clump , Heather Bauer , Catherine Bradley Knowing that the study strategies of students using college textbooks can be a powerful predictor of performance in the classroom, we examined the extent to which students in different psychology courses reported reading their textbooks. In psychology courses overall, students read on average 27.46% of the assigned readings before class and 69.98% before an exam, which corresponds to previous research. We furthermore found that these percentages were highly influenced by the course in which the students responded. In fact the percentages ranged from 21.21% to only 42.96% before class and from 60.83% to 91.20% before an exam, with significant differences existing between courses. Given that the majority of college students spend less than 3 hours reading textbook material and that they feel the instructor is responsible for reviewing material during class time, as well as, telling them what is important in the reading, instructors must find ways to encourage more reading by students, even if this involves giving quizzes over reading material. Reading educators, when focusing on a student's skills and difficulties in learning from textbooks, have found that college freshmen lack mature and efficient strategies necessary for learning on their own (Simpson, 1984 as cited in Wandersee, 1988). Throughout the study, Simpson found that college freshmen had minimal strategies for studying, did not know why they chose a particular strategy, and were uncertain in how to determine if they were prepared for an exam. Friedman and Wilson (1975) indicated that considerable efforts have been made to improve how students learn, but little attention has been paid to the core element of that process, which is how students read their textbooks. As evidence of this Friedman and Wilson found when students were presented unknowingly with textbooks containing glue seals throughout the textbook chapters, the students spent more time reading chapter summaries rather than the chapters themselves when preparing for an examination. Thus, students cannot be involved in the type of meaningful learning that Wandersee described, in which a student must find the meaning the author presents, decide its significance, learn the meaning, relate the concept to past experiences in order to clarify it, and continue to practice and review what was learned from the textbook material. This level of learning cannot take place by merely reading the chapters summaries in a textbook. Smith (1982) found the learning strategies of mature learners involve not only reading their textbooks, but they also find alternatives texts to aid them in their knowledge acquisition, which is in stark contrast to those only reading chapter summaries. Wandersee (1988) stated that reading leads to better grades, which would lead one to assume that students would read their textbooks in order to prepare for examinations. However, Burchfield and Sappington (2000) found an overall decline in reading compliance over a 16 year span. Furthermore, Sikorski et al. (2002) found that most students reported reading their textbooks less than 3 hours per week, which is significantly less than university recommendations for study regimens, which commonly advise at least 2 hours of study time for every class credit (The Center for Advancement of Learning, 1998). For example, if a class meets for 3 hours a week, students should plan to spend at least 6 hours studying that subject each week. If a student has 15 class hours every week, he/she should spend at least 30 hours studying per week. The idea is that students need to treat college like a full-time job, meaning class preparation should take approximately 40 hours a week, but only 12 percent of college freshmen spend 26 hours or more a week studying, and most spend less than 15 hours a week studying (Indiana University Center for Postsecondary Research and Planning, 2002). In addition George Kuh (in Young, 2002) stated that "students are studying about one-third as much as faculty say they ought to, to do well" (p. A.35). Not surprisingly then students are unable to develop the skills to be a mature learner, such as looking deeper into the materials (Wandersee, 1988) because they do not spend the recommended amount of time studying. As a result of this, many students focus on grades rather than learning, and so they cram in their studying rather than spending the expected 2 hours per credit hour studying every week (Young, 2002). A possible result of not studying for the recommended ... Sejauh mana para Mahasiswa Psikologi Baca Buku: Sebuah Analisis Kelas Multiple Membaca di Psikologi Kurikulum Jurnal artikel oleh Michael A. rumpun, Heather Bauer, Catherine Bradley; Journal of Instructional Psychology, Vol. 31, 2004 Kutipan Book Sejauh mana para Mahasiswa Psikologi Baca Buku: Sebuah Analisis Kelas Multiple Membaca di Psikologi Kurikulum. oleh Michael A. rumpun, Heather Bauer, Catherine Bradley Mengetahui bahwa strategi belajar mahasiswa menggunakan buku-buku teks perguruan tinggi dapat menjadi alat prediksi kinerja yang kuat di dalam kelas, kita meneliti sejauh mana siswa dalam berbagai mata kuliah psikologi melaporkan membaca buku-buku pelajaran mereka. Dalam mata kuliah psikologi secara keseluruhan, siswa membaca rata-rata 27,46% dari bacaan yang diberikan sebelum kelas dan 69,98% sebelum ujian, yang sesuai dengan penelitian sebelumnya. Kami selanjutnya menemukan bahwa persentase ini adalah sangat dipengaruhi oleh kursus di mana para siswa menjawab. Bahkan persentase berkisar antara 21,21% menjadi hanya 42,96% sebelum kelas dan dari 60,83% menjadi 91,20% sebelum ujian, dengan perbedaan yang signifikan antara program studi yang ada. Mengingat bahwa sebagian besar mahasiswa menghabiskan waktu kurang dari 3 jam membaca materi buku teks dan bahwa mereka merasakan instruktur bertanggung jawab untuk meninjau ulang materi kelas selama waktu, dan juga, mengatakan kepada mereka apa yang penting dalam membaca, instruktur harus menemukan cara untuk mendorong lebih banyak membaca oleh siswa, bahkan jika memberi kuis ini melibatkan lebih dari bahan bacaan. Membaca pendidik, ketika memfokuskan pada keterampilan siswa dan kesulitan dalam belajar dari buku-buku pelajaran, telah menemukan bahwa kurangnya mahasiswa baru matang dan strategi yang efisien yang diperlukan untuk belajar sendiri (Simpson, 1984 sebagaimana dikutip dalam Wandersee, 1988). Selama studi, Simpson menemukan bahwa mahasiswa baru mempunyai strategi minimal untuk belajar, tidak tahu mengapa mereka memilih strategi tertentu, dan tidak yakin dalam cara untuk menentukan apakah mereka siap untuk ujian. Friedman dan Wilson (1975) mengindikasikan bahwa upaya-upaya yang cukup besar telah dilakukan untuk memperbaiki cara belajar siswa, tetapi sedikit perhatian telah dibayarkan kepada unsur inti dari proses itu, yang adalah bagaimana siswa membaca buku pelajaran. Sebagai bukti dan Wilson Friedman ini ditemukan ketika siswa disajikan tidak sadar dengan lem segel buku yang berisi seluruh bab-bab buku pelajaran, para siswa menghabiskan lebih banyak waktu membaca ringkasan bab daripada bab-bab ketika mempersiapkan diri untuk ujian. Dengan demikian, siswa tidak dapat terlibat dalam jenis belajar yang bermakna Wandersee dijelaskan, di mana seorang mahasiswa harus menemukan arti penulis hadiah, memutuskan arti pentingnya, belajar makna, menghubungkan konsep dengan pengalaman masa lalu untuk memperjelas hal itu, dan melanjutkan berlatih dan meninjau apa yang telah dipelajari dari materi buku teks. Tingkat ini pembelajaran tidak dapat dilakukan hanya dengan membaca bab-bab dalam sebuah buku ringkasan. Smith (1982) menemukan strategi belajar peserta didik dewasa melibatkan tidak hanya membaca buku pelajaran mereka, tetapi mereka juga menemukan teks-teks alternatif untuk membantu mereka dalam akuisisi pengetahuan, yang sangat berlawanan dengan mereka yang hanya membaca ringkasan bab. Wandersee (1988) menyatakan bahwa membaca mengarah ke nilai yang lebih baik, yang akan membawa kita untuk berasumsi bahwa siswa akan membaca buku pelajaran mereka dalam rangka untuk mempersiapkan ujian. Namun, Burchfield dan Sappington (2000) menemukan penurunan keseluruhan kepatuhan membaca lebih dari 16 tahun span. Selain, Sikorski et al. (2002) menemukan bahwa kebanyakan siswa melaporkan membaca buku-buku pelajaran mereka kurang dari 3 jam per minggu, yang secara signifikan lebih kecil dari universitas rejimen rekomendasi untuk belajar, yang biasanya menyarankan sekurang-kurangnya 2 jam waktu belajar kredit untuk setiap kelas (Pusat Advancement of Learning , 1998). Sebagai contoh, jika memenuhi kelas selama 3 jam seminggu, para siswa harus merencanakan untuk menghabiskan setidaknya 6 jam belajar mata pelajaran setiap minggu. Jika seorang siswa memiliki 15 kelas jam setiap minggu, dia harus menghabiskan paling sedikit 30 jam belajar per minggu. Idenya adalah bahwa para mahasiswa perlu memperlakukan perguruan tinggi seperti pekerjaan penuh-waktu, artinya persiapan kelas harus memerlukan waktu sekitar 40 jam per minggu, tetapi hanya 12 persen dari mahasiswa baru menghabiskan 26 jam atau lebih dalam seminggu belajar, dan sebagian besar menghabiskan waktu kurang dari 15 jam satu minggu untuk belajar (Indiana University Postsecondary Pusat Penelitian dan Perencanaan, 2002). Selain George Kuh (di Young, 2002) menyatakan bahwa "siswa belajar sekitar sepertiga sebanyak fakultas mengatakan mereka seharusnya, untuk melakukannya dengan baik" (hal. A.35). Tidak mengherankan kemudian siswa tidak mampu mengembangkan kemampuan untuk menjadi pelajar dewasa, seperti melihat lebih dalam bahan-bahan (Wandersee, 1988) karena mereka tidak menghabiskan jumlah yang disarankan waktu mempelajari. Sebagai akibat dari hal ini, banyak berfokus pada nilai siswa bukannya belajar, dan sehingga mereka menjejalkan dalam belajar mereka daripada yang diperkirakan menghabiskan 2 jam per pulsa jam belajar setiap minggu (Young, 2002). Sebuah hasil yang mungkin tidak belajar untuk yang disarankan ... Factor analysis of English textbooks in Japan, The United States, The United Kingdom and Korea by principal component analysis. Accession number;00A0021371 Title;Factor analysis of English textbooks in Japan, The United States, The United Kingdom and Korea by principal component analysis. Author;YOSHIURA MAYUMI(Kinjotandai) BAN HIROMI(Toyamakokusaidai) OYABU TAKASHI(Kanazawa Coll. of Econ.) SUGATA TOORU(Kanazawa Coll. of Econ.) DEDERICK T(Hokuriku Univ.) Journal Title;Interijento. Shisutemu, Shinpojiumu Koen Ronbunshu Journal Code:L1193A ISSN: VOL.9th;NO.;PAGE.508-511(1999) Figure&Table&Reference;FIG.4, TBL.7, REF.4 Pub. Country;Japan Language;Japanese Abstract;Recently, mathematical and quantitative studies on languages have been carried out increasingly. In this study, we try to derive the stylistical features of representative English textbooks of Japan, the United State, the United Kingdom and Korea. Frequency characteristics of character-appearance and word-appearance are investigated using a program constructed by C++. The characteristics are approximated by an exponential function: y=c exp(-bx). And we investigate the percentages of junior high school required words in variety of total words and number of total words. By using principal component analysis, we get the textbook's difficulty on each country. In the study, we obtain the following results. The factors show difficulty-levels of English textbooks, which are adopted in Japan and Korea. (author abst.) Analisis faktor buku pelajaran bahasa Inggris di Jepang, Amerika Serikat, Kerajaan Inggris dan Korea dengan komponen utama analisis. Nomor aksesi; 00A0021371 Judul; Analisis faktor buku pelajaran bahasa Inggris di Jepang, Amerika Serikat, Kerajaan Inggris dan Korea dengan komponen utama analisis. Author; YOSHIURA Mayumi (Kinjotandai) BAN Hiromi (Toyamakokusaidai) OYABU Takashi (Kanazawa Coll. Dari Econ.) Sugata Tooru (Kanazawa Coll. Dari Econ.) DEDERICK T (Hokuriku Univ.) Journal Title; Interijento. Shisutemu, Shinpojiumu Koen Ronbunshu Jurnal Kode: L1193A ISSN: VOL.9th; NO.; PAGE.508-511 (1999) Gambar & Tabel &Reference; Gambar 4, TBL.7, REF.4 Pub. Negara; Jepang Bahasa jepang Abstrak; Baru-baru ini, matematika dan penelitian kuantitatif pada bahasa-bahasa telah dilakukan semakin. Dalam studi ini, kami mencoba untuk menurunkan fitur stylistical perwakilan buku teks inggris Jepang, Amerika Negara, Kerajaan Inggris dan Korea. Karakteristik frekuensi karakter-penampilan dan kata-penampilan diselidiki menggunakan program yang dibangun oleh C + +. Karakteristik yang diperkirakan dengan fungsi eksponensial: y = c exp (-bx). Dan kita menyelidiki persentase SMP kata-kata yang diperlukan dalam berbagai total kata dan jumlah total kata. Dengan menggunakan analisis komponen utama, kita mendapatkan kesulitan buku teks pada masing-masing negara. Dalam studi tersebut, kita memperoleh hasil sebagai berikut. Faktor-faktor yang menunjukkan tingkat kesulitan-buku pelajaran bahasa Inggris, yang diadopsi di Jepang dan Korea. (penulis abst.) Analysis of Five High School Biology Textbooks Used in the United States for Inclusion of the Nature of Science Authors: Eugene L. Chiappetta a; David A. Fillman b Affiliations: a University of Houston, USA b Galena Park Independent School District, USA DOI: 10.1080/09500690601159407 Publication Frequency: 18 issues per year Published in: International Journal of Science Education, Volume 29, Issue 15 December 2007 , pages 1847 - 1868 First Published: December 2007 Subject: Science Education; Formats available: HTML (English) : PDF (English) Article Requests: Order Reprints : Request Permissions Single Article Purchase: US$30.00 - buy now purchase type Single Article Purchase Issue Purchase customer online access type Sign In Online Sample View Article: add to cart payment method [ show other buying options ] price Any 3 days, 1 user, 3 cookies credit card US$30.00 buy now add to cart Any permanent credit card US$206.29 buy now add to cart View Article (PDF) View Article (HTML) Abstract Five high school biology textbooks were examined to determine the inclusion of four aspects of the nature of science: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) science and its interactions with technology and society. The textbooks analyzed were BSCS Biology—A Human Approach (Kendall/Hunt), BSCS Biology—An Ecological Approach (Kendall/Hunt), Biology—The Dynamics of Life (Glencoe), Modern Biology (Holt), and Prentice Hall Biology (Prentice Hall). The same six chapters or sections were analyzed in each textbook, which were the methods of science, cells, heredity, DNA, evolution, and ecology. A scoring procedure was used that resulted, for the most part, in good intercoder agreement with Cohen's kappa values ranging from 0.36-1.00. The five recently published biology textbooks in the United States have a better balance of presenting biology with respect to the four themes of science literacy used in this research than those analyzed 15 years ago, especially with regard to devoting more text to engaging students in finding out answers, gathering information, and learning how scientists go about their work. Therefore, these biology textbooks are incorporating national science education reform guides that recommend a more authentic view of the scientific enterprise than similar textbooks used 15 years ago. view references (73) : view citations Abstrak Lima buku pelajaran biologi sekolah menengah yang diperiksa untuk menentukan masuknya empat aspek dari ilmu pengetahuan alam: (a) ilmu pengetahuan sebagai suatu badan pengetahuan, (b) ilmu pengetahuan sebagai cara untuk menyelidiki, (c) ilmu pengetahuan sebagai cara berpikir, dan (d) sains dan teknologi dan interaksi dengan masyarakat. Menganalisis buku pelajaran itu BSCS BiologiSebuah Pendekatan Manusia (Kendall / Hunt), BSCS Biologi-An Ecological Approach (Kendall / Hunt), Biologi-Dinamika Kehidupan (Glencoe), Modern Biologi (Holt), dan Prentice Hall Biologi (Prentice Hall). Yang sama enam bab atau bagian yang dianalisis dalam setiap buku pelajaran, yang merupakan metode-metode sains, sel, keturunan, DNA, evolusi, dan ekologi. Sebuah prosedur penilaian yang digunakan yang menghasilkan, untuk sebagian besar, intercoder baik kesepakatan dengan nilai-nilai kappa Cohen berkisar 0,36-1,00. Kelima buku pelajaran biologi baru-baru ini diterbitkan di Amerika Serikat memiliki keseimbangan yang lebih baik menyajikan biologi sehubungan dengan tema-tema empat melek sains yang digunakan dalam penelitian ini dianalisis daripada 15 tahun yang lalu, terutama yang berkaitan dengan mencurahkan lebih banyak teks ke siswa terlibat dalam mencari tahu jawaban, mengumpulkan informasi, dan belajar bagaimana para ilmuwan lanjut tentang pekerjaan mereka. Oleh karena itu, buku pelajaran biologi ini adalah menggabungkan reformasi pendidikan sains nasional panduan yang menyarankan tampilan yang lebih otentik perusahaan ilmiah dari buku serupa yang digunakan 15 tahun lalu. Bookmark with: CiteULike Del.icio.us BibSonomy Connotea More bookmarks Privacy Policy | Terms & Conditions | Accessibility | RSS FAQs in: English . Français . 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