There have been many studies that investigate H&T misconceptions among students in Indonesia but the respondents are usually limited to senior high school students. This study aims to analyse the conceptual understanding in H&T concepts of Masters of Physics Education students with a focus on identifying their misconceptions.The study employs the survey research design and data were collected using a three-tier diagnostic test. Twelve Masters of Physics Education students who are enrolled in one of the private universities in Yogyakarta City took part in the study. They were selected using the convenient sampling technique. Data on conceptual understanding involve both quantitative and qualitative data. As such, the data was analysed based on the percentage of student response patterns. Results showed that the majority of students (62.5%) have some form of misconceptions about the concepts of H&T and only 22.9% hold the scientifically accepted conceptions. The most common misconception held by the students is that both H&T depend on the material of an object. Other descriptions of conceptual understanding are False Positive (4.2%), False Negative (4.2%), and Lack of Knowledge (6.2%). Interestingly, none of the students made a lucky guess in responding to the test items. We conclude that the pattern in conceptual understanding specifically that of misconceptions are ubiquitous regardless of the level of study. Years of learning have failed to address misconceptions among students even at the graduate level. This result has implications on how learning should be designed to actively resolve the issue of misconceptions among students.
The purpose of this study was to develop and establish the validity and reliability of Teaching and Learning instrument to generate teaching and learning guiding principles. Participants consisted of 171 Malaysian teacher educators. The Teaching and Learning instrument is a 5-point Likertscaled survey consisting of 67 statements and 6 subscales. The internal consistency using Cronbach's coefficient alpha for every subscale is greater than 0.700. For the overall instrument using the 67 items that comprised the six subscales, internal consistency reliability analysis revealed a Cronbach's coefficient alpha of 0.977. Additionally, the varimax rotation was proceeded by maintaining six factors with a total variance contribution of 62.56 percent. Items with factor loading greater than 0.375 were retained. Finally, there were 41 items remaining. However, there were 26 items absent in the original constructs, thus the items were discarded because they were found inappropriate for representing new constructs. The factor analysis found that the teaching and learning guiding principles produced six factors: intellectual excitement (6 items), quality learning spaces (10 items), constructive alignment (8 items), international and culturally (10 items), climate of inquiry (4 items), and nurture good values (3 items). Keywords Overview and Background of the ResearchIt is acknowledged that teacher education programmes need dynamic development to establish both important core, and the most up-to-date content. At the same time, pedagogies need to change given the changing nature of knowledge, learning, profile of learners and the new environment. A more student-centred rather than teachercentred mode of teaching emphasises the different learning styles and needs of students. It requires the teacher to demonstrate content-pedagogical expertise and also a more definitive understanding of the different learning styles and needs of children and how to address them pedagogically (Futrell, 2010).However, research by AKEPT (Ministry of Education, 2012) found that 50% of Malaysian teachers observed failed to deliver their lessons effectively, particularly to inculcate higher order thinking which is one of the six key student attributes as embodied in the National Education Blueprint 2013-2025 (Ministry of Education, 2012). Such ineffective exemplification of teaching among Malaysian teachers warrants immediate attention and appropriate intervention. Therefore, it is crucial for both Sultan Idris Education University (UPSI) and Teacher Training Institutions (IPG) to review their existing teacher education programmes, giving adequate attention, emphasis and focus on the aspect of teaching and learning in the teacher education programmes. This is to enhance and where necessary, to transform their teacher education model so that it will be able to produce teachers for the 21 st Century and beyond. Consequently, measuring teaching and learning guiding principles quantitatively provides teacher educators with a new research direction...
Internet of Thing (IoT) is one of the elements that drive the development of the Industrial Revolution (IR 4.0). Therefore, IoT has become the most important agenda in the globalization era including the field of education. The IoT element has been widely engaged in higher education syllabus. However, in COVID 19 pandemic, the teaching and learning process for IoT becomes more challenging and difficult to deliver. As a solution, the Educational Kit for IoT Online Learning has been developed. This online learning kit will help students to practically learn the IoT without a face to face lecture. The objectives of the paper are to provide an overview of existing IoT education solutions and to develop IoT online learning kit. This learning kit consists of IoT development hardware and software which are equipped with a camera that connected to the online conference software. This paper will explain the development of the kit. Compared to other kits, this learning kit can directly be used for online learning and helps students to practice IoT at home, especially during a pandemic. On the other hand, IoT Online Kits is a pioneer in higher education for practical online learning.
Convalescent plasma therapy (CP) has long been used to prevent and treat various infectious diseases before COVID-19 such as SARS, MERS, and H1N1. Because the viral and clinical characteristics of COVID-19 share the similarities between SARS and MERS, CP treatment could be a promising treatment option to save COVID-19. With only low quality medical evidence, but massive media support and a very significant public demand for the use of convalescent plasma for COVID-19, we are now faced with an ethical dilemma. Therefore, this paper uses a structured analysis that focuses on the preferred reporting items for a systematic review of ethical issues regarding the use of Convalescent Plasma Therapy for COVID-19. The use of convalescent plasma must meet the ethical principles of autonomy; such as voluntary, informed consent, and confidentiality. Consideration of the risk-benefit ratio for potential donor recipients also needs to be considered in order to meet the beneficence and non-maleficence principles. The principle of justice also needs to be applied both to donors, donor recipients and health workers, such as determining the priority of donor recipients, due to the increasing demand for convalescent plasma amid the limited circumstances of patients who have recovered from Covid-19 who voluntarily donate.
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