How to Write and Publish Scientific Papers

Day, Robert A.

doi:10.1590/s0074-02761998000300029

Cited by 47 publications

(11 citation statements)

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“…The most important source of information on subjects and people are written literature, so it is very crucial to examine and study written literatures in the field education and even in every field. Thus, according to the literature, since the duty of a researcher is to provide the communication of knowledge, it may be claimed that analyzing the written literature is required (Day, 1998). Especially, analyzing the written literatures in the field of education and revealing their outcomes provides great convenience to researchers in terms of conveying information.…”

Section: Methodsmentioning

confidence: 99%

Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis

Üce¹,

Ceyhan²

2019

JETS

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Concepts can be examined in two groups as abstract and concrete ones. While concrete concepts are improved as a result of students’ experiences, it is considerably challenging for students to perceive abstract concepts. Since chemistry includes abstract concepts largely, it is considered to be hard to comprehend as a class by students. In fact, studies confirm this thought. On this particular issue, based on literature, it is clearly stated that students present themselves in learning environment, having some sort of thoughts and acknowledgments which are scientifically incorrect by a majority. The false information or acknowledgments are called misconception in the literature. Furthermore, it is also indicated that it is too hard to eliminate such misconceptions via the traditional teaching methods. Since each student constructs his/her own knowledge, understanding and concepts in accordance with his/her ability and experience, what matters here is, if prior knowledge of student involves any misconceptions, to identify and eliminate misconceptions. In this context, researches on identification and then elimination of misconceptions make a significant contribution to the chemistry education. In this paper, misconceptions determined and identified in literatures on subjects considered to be abstract, complex and hard to understand for students in the field of chemistry education are studied, namely solubility equilibrium, covalent bonds, ionic bonds, hydrogen bond and molecule geometry, activity concept in elements, chemical equilibrium, dissolution, electrolyse and battery; methods to remove those misconceptions are discussed; and in this study, the method of literature review, one of the qualitative research patterns, is used. To conclude, multiple misconceptions in chemistry education, specially related to abstract subjects were determined, and it is confirmed based on the literature that the methods developed in the framework of constructivist learning theory are used to remove such misconceptions.

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Section: Methodsmentioning

confidence: 99%

Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis

Üce¹,

Ceyhan²

2019

JETS

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“…16 In addition, this section should contain an ideal amount of information in order to enable a proper understanding and to allow the study's reproducibility. 10,17 Nevertheless, one of the most common mistakes that can be encountered while describing this section is any potential missing information towards its components and steps such as an inappropriate description of study overview, eligibility criteria, sample size, inclusion and exclusion criteria, randomization, allocation concealment, blinding and statistics methods. 6,13,18 In order to avoid any missing data, checklists (e.g.…”

Section: Methods Section: the Heart Of The Manuscriptmentioning

confidence: 99%

Avoiding mistakes while writing scientific manuscripts in health sciences

Velez¹,

Bonin²,

Chalita³

et al. 2016

Geriatr., Gerontol. Aging

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According to the search results, key findings about the most common mistakes for each section of a manuscript were described (introduction section, methods section, results section, discussion section, conclusion section, references, title and abstract). CONCLUSION: There is a great amount of avoidable mistakes in each section of a scientific manuscript. Overall, among the most common mistakes are missing data, incomplete sections, excessive report of current literature or reporting data in an inadequate section.

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“…Jika menggunakan penjadwalan 12 pekan, maka judul ditulis pada pekan kesepuluh dari proses penulisan artikel secara keseluruhan (Belcher, 2019). Judul perlu ditulis dengan minimal tiga kriteria, yaitu singkat, menarik perhatian, dan kehati-hatian dalam pemilihan kata yang menggambarkan hasil penelitian (Day, 1998).…”

Section: Judulunclassified

Proses Menulis Artikel Ilmiah: Dari Ide Hingga Publikasi

Farid¹,

Wekke²

2019

Preprint

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Generating a scientific article is a process from finding ideas to publication in order to be accessible to the public. A student is not sufficiently stalled to produce a paper at the end of his studies or the researcher ends up being a research report, but is expected to publish it in the form of scientific articles through conference and or scientific journals. Identifying the writing process, writing format and information about scientific publications will help facilitate the publication of the intended conferences or journals.

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How to Write and Publish Scientific Papers

Cited by 47 publications

References 0 publications

Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis

Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis

Avoiding mistakes while writing scientific manuscripts in health sciences

Proses Menulis Artikel Ilmiah: Dari Ide Hingga Publikasi

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