Cognitive Processes Of Understanding Research Articles

Особенности восприятия научного текста студентами медицинского университета: психолингвистический эксперимент

The article highlights a psycholinguistic experiment performed to describe the process of perception, understanding and generation of a scientific text by students of a medical university. Research texts and scientific communication are media of the institutional discourse and communication. The text, in this case, is addressed in its dynamic state, thus correlating with cognitive processes of understanding and perception. The text, being a powerful tool of speech influence, allows evaluating and analyzing diverse types of cognitive activity of its recipients. The study is of current interest, since, as reported, modern ways of communication disseminated through mass media and social networks result in decreased cognitive and analytical abilities of young people. All of the above determined the purpose and objectives of the study: to describe the process of scientific communication the participants of which are medical university students; to consider features of perceiving a scientific text by this category of readers, to specify models of understanding a scientific text. The experiment consisted of two stages: the stage of material collection using the countertext approach developed by A.I. Novikov, and the stage of processing and analysing the material obtained. To evaluate appropriateness of the stimulus text to the experimental conditions, we analysed the text quantitatively and qualitatively using the RuLingva text analyzer according to the criteria of “readability”, “informativeness”, “abstractness”, “complexity”. The analysis of the material obtained allowed describing the strategies and models used by the medical students in the process of scientific communication. The most frequent reactions were the reactions of a meaningful nature corresponding to the stages of cognitive activity – “paraphrasing”, “statement”, “generalization”, “association”; also new reactions were described: “recommendation”, “disapproval”, “empathy”, “indifference” – their manifestation may be due to the presence of “medical experience” among the participants of the experiment.

Description on cognitive level of mid and final test for 7th grade in Makassar

This research is a descriptive research with qualitative approach. The purpose of this research is to describe the cognitive level of UTS and UAS made by teacher Mathematics class VII. The subject is midterm exam and final exam class VII created by the mathematics teacher according to curriculum 2013. This Data analyze based on three levels of cognitive, namely (1) Level 1 knowing in the form of cognitive processes, remembering and understanding, (2) Level 2 applying in the form of cognitive processes, cognitive processes applying, and (3) Level 3 reasoning cognitive processes analyzing, evaluating and creating. Generally cognitive levels distributed in a comprehensive way so that educational evaluations measure educational attainment. The data also obtained using classification paper of level cognitive, interview guidelines and expert validator. The results showed that subjects are dominated by the level of knowing with a percentage of 50% by 10 items in the cognitive processes of understanding. While the level of application with a percentage of 45% is 9 items in the cognitive process of applying and the level of reasoning with a percentage of 5% is 1 item of the cognitive process analyzing.

ANALISIS BUTIR SOAL ULA NGAN AKHIR SEMESTER GASAL MATA PELAJARAN MATEMATIKA KELAS VIII SMP K LASTER 1 KABUPATEN BANYUMAS BERDASARKAN TAKSONOMI BLOOM DUA DIMENSI

This research aims to describe the composition of cognitive process and knowledge dimension of the item analysis of even final test on mathematic of the fourth grade of SMP cluster 1 Banyumas in academic year 2014/2015, to describe the quality of the even final test based on the theoretical and empirical analysis. Based on the analysis result, the composition of the cognitive process in the item consisted of cognitive process of understanding (35,14%) and applying (64,86%), the knowledge composition consisted of conceptual knowledge (35,14%) and procedural (64,86%). The analysis result of the content validity, multiple choice test, short answer, and essay with the accordingly percentages 96%, 90%, and 80% had fulfilled the criteria of good test. The analysis result of the contruct validity and face validity, multiple choice test, short answer, and essay with the accordingly percentages 92%, 90%, and 80% had fulfilled the criteria of good test. The empirical result analysis showed that the validity level of the item of multiple choice and short answer were dominant in fair category, the essay were dominant in high category, the coefficient reliability of multiple choice, short anwer question, and essay were accordingly 0,62; 0,50; 0,63, the distractor of multiple choice, short answer, and essays were dominant in fair category, the difficulty level of the multiple choice, short answer, and essay were dominant in fair category.

Use of Crime Scene Investigations in Anatomy and Physiology: Potential for Going Beyond Knowing in NGSS Dimensions

To create and implement meaningful tasks that go beyond the cognitive processes of understanding and that integrate all three dimensions of the Next Generation Science Standards (NGSS) is challenging for both educators and curriculum makers. This issue is compounded when considering a content-rich biology course such as anatomy and physiology that requires first familiarity and understanding before engagement in higher-order thinking. The use of crime scene investigations that encourages students to examine evidence even as they learn specific biology concepts can encourage meaning making about scientific practices and science content. This paper deconstructs the implementation of a crime scene investigation titled the “Jewel Heist,” created by the New York Hall of Science and implemented in twelfth-grade anatomy and physiology classes in a diverse urban high school in the northeastern United States. The NGSS, the Framework for K-12 Science Education, along with Bloom's taxonomy and Krathwohl's revisions, are implicated in this process.

An approach on defining competency in evidence-based dentistry.

Assessment of evidence-based dentistry (EBD) knowledge and behaviour is hampered by lack of explicit competency criteria. This void impedes instructional design and assessment of student growth during the educational process. Knowledge and cognitive domains supporting educational objectives in a pre-doctoral dental programme were identified for each level of the EBD five-step process. We articulated educational objectives with behavioural expectations for each level of skill acquisition at each step of the EBD process. Outcome evaluation criteria identify students' progressive level of skill acquisition from novice to expert. The educational objectives, type of knowledge, and nature of the cognitive process supporting these objectives are presented for each step of the EBD process. For example, educational objectives of the "Ask" step include (i) to construct a question from the patient presentation and knowledge limitations that addresses the clinical problem and (ii) to articulate the Problem, Intervention/Exposure, Comparison, Outcome (PICO) components. Achievement of these objectives requires both factual information regarding the PICO format and the cognitive process of understanding. Educational outcome criteria consistent with a competent clinician include clear articulation of the PICO with identifiable pieces that relate to the clinical situation. Assessment strategies for progression towards EBD competency are limited due to the complexity associated with evaluating EBD knowledge and behaviours. To evaluate performance, the EBD academic community must define competency expectations for entry into unsupervised general dental practice. This framework offers measurable outcome evaluation criteria to initiate a conversation with academic peers regarding current gaps in EBD assessment.

Managing To Learn: The Social Poetics of a Polyphonic 'Classroom'

This paper draws on Bakhtin's use of polyphony and explores its potential for organizing processes within management education. In developing the concept of a polyphonic 'classroom', the interplay between tutor, manager-student and theory is related to Bakhtin's identification of the relationship between hero, other characters and idea within Dostoevsky's novels. In particular, a carnivalesque polyphonic relationship is argued to change tutor—student relations, extend the physical classroom into a wider polyphonic 'classroom' that includes the manager-student's work context and re-imagines learning as a changing, social poetic performance beyond common understanding of learning as cognitive processes of understanding or sense making.