Development Of Process Skills Research Articles

Theorising the status of VET from the institutional logics perspective

ABSTRACT This article explores the historically contingent and normative descriptions of vocational education and training (VET) as a low-status alternative in Australia’s socio-economic process of skill and knowledge development. Rather than repeating well-rehearsed shibboleths, this retheorisation of how status works applies an institutional logics perspective as a novel addition to existing research in the sector. Historical reports and contemporary discourses sourced from submissions to a parliamentary inquiry into VET’s status are used to determine which logics are used in the sector. They demonstrate that the sector’s dominant institutional logics derive from the state, market and professional orders of society. These three share an emphasis upon the use of status to determine how organisations and individuals allocate limited and valuable attention to their operating environments. The institutional logics perspective provides a meta-theoretical challenge to traditional depictions of what status represents and, in turn, suggests how public policy can be re-imagined, thus improving the sector’s standing and consequent value propositions.

Pengembangan Panduan Keterampilan Proses Tema Daerahku dan Keindahan Alamnya Berbasis Kearifan Lokal Pada Guru SD di Blitar

The aim of the research that has been carried out is to produce a process skills book that is valid according to experts. This process skills book contains the theme of my region and its natural beauty. It is hoped that this book can be used by teachers in teaching and learning activities at school. This research was motivated by the need for material based on local Blitar wisdom in schools. This research was conducted on elementary school teachers in Blitar City using purposive sampling techniques. The research method used in this research is development research (Research and Developmnet) with a 4-stage (4-D) design modified to 3-D. The development model used is the Analyze, Design, Develop, Implementation and Evaluation (ADDIE) model. The research results show that the average validation result for media experts is 4.8 (good), material experts 4.6 (good) and users, namely teachers, 4.4 (good). With the socialization of the development of process skills guides based on local wisdom in Blitar, teacher knowledge increased by 55%.

The Role of Abductive Thinking in K12 Skill Development Process: Example of Mathematics Lesson

Bu çalışmanın amacı, beceri geliştirme sürecinde abdüktif düşünmenin üst düzey düşünme sürecine nasıl yardımcı olduğunu ve öğrenme deneyimlerinin daha verimli, etkili ve kalıcı hale gelmesine nasıl katkı sağladığını açıklamaktır. Bu bağlamda K12 Beceri Çerçevesi: Türkiye Bütüncül Modeli çerçevesinde, K12 Beceriler Çerçevesi Öğretim Tasarımı Modeli temel alınarak belirlenen eğilimler ve dört ana kategoride özetlenen becerilere odaklanan bir beceri geliştirme süreci tasarlanmıştır. Beceri geliştirme için seçilen özel alan, 8. sınıf matematik alt öğrenme alanında “İrrasyonel Sayıların/Tam Kare Olmayan Sayıların Yaklaşık Karekökünü Hesaplama” alanıdır. Bu becerilerin gelişimi için örnek bir ders planı oluşturularak, öğrencilerin bu becerileri nasıl geliştirebilecekleri konusunda rehberlik etmek amaçlanmaktadır. Bununla birlikte birkaç bütünleşik beceriyi içeren bir ara düşünme becerisi olarak tanımlanan abdüktif düşünme becerisinin kullanımı ve geliştirilmesi, söz konusu eğilim ve becerilerin geliştirilmesi noktasında, anlama ve anlamlandırma sürecine katkı sağlayacaktır.

The Effectiveness of Utilizing Spoof Text in English Language Learning for Students of SMA Negeri 4 Praya

This study explores the efficacy of incorporating spoof texts into high school education, specifically focusing on enhancing students' knowledge and process skills. Employing a pre-post-test experimental design with control and experimental groups at SMA Negeri 4 Praya, students engaged with spoof material through diverse mediums such as learning videos, spoof images, and audio-visual texts. Utilizing student worksheets (LKS) to support comprehension, the results indicate that the integration of spoof texts effectively develops students' knowledge and skills. Students demonstrated the ability to explain spoof material from various sources, showing increased engagement during the learning process. The implementation of LKS further supported their understanding of spoof texts. These findings contribute significantly to high school learning methodologies, with practical implications for curriculum development and teaching strategies aimed at enhancing students' grasp of spoof texts. Future research may delve into additional aspects of spoof text utilization to deepen understanding of their impact on students' knowledge and process skills development.

Conceptualizing psychological well‐being as a dynamic process: Implications for research on mobile health interventions

AbstractWe introduce a theoretical framework for conceptualizing Psychological Well‐Being (PWB) as a process that unfolds over short and longer time‐scales. We argue that this framework can be especially useful for studying the change mechanisms in PWB within the context of mobile Health (mHealth) interventions. Four lines of research are considered within this framework to inform the scientific exploration of PWB in the context of mHealth interventions. First, we explore key dynamic characteristics of change in PWB functioning. Second, we discuss PWB intervention response as a learning process (i.e., meaningful and transformational changes in state), reflected as change in key dynamic characteristics of PWB. Third, we explain mechanisms of change in PWB intervention practices through an underlying process of skill development. Fourth, we discuss intervention response heterogeneity within this framework. The approach we outline is intended to articulate currently unanswered, process‐oriented research questions about PWB interventions, how they work, and a methodological path forward for exploring them.

Parental Support in Language Skills Development: Scale Development and Validation

The present study aims to develop a measurement tool that involves parental support for the language skills development process in mother tongue education or language arts classes (Turkish course in Türkiye, L1). Family is an undeniable factor in a child’s academic performance. In this context, there is no measurement tool that examines the support provided by families to their children in the field of language arts (mother tongue education). Considering that such a measurement tool would be useful for researchers and teachers, the study set out to develop it. The scale is not language specific, but in order to apply it to the Turkish parents it was created in Turkish. In order to develop the measurement tool, first, a literature review was conducted. The relationship between family and academic achievement, family social support, and parental academic support were investigated. In addition, interviews were conducted with five parents on a voluntary basis, and the actions that parents can take to support language skills were investigated. Thus, the item pool of the measurement tool was formed as 32 items. These items were prepared within the framework of the relevant literature and interviews with parents in a way to cover the following topics: parents’ guiding and activities that can support language skills, parents’ emotional support to the child, parents’ material support that can enhance language skills, parents’ support to the child in homework assignments in language arts classes (Turkish course in Türkiye). The items were presented to the inspection of two field experts and one measurement and evaluation expert. In addition, the items were presented to a field expert and two parents for the inspection of language and expression, and measures were taken to ensure that there were no incomprehensible items. After these stages, a total of 439 parents formed the participants of the study. While 204 of these participants were used for item analysis and EFA (exploratory factor analysis), 235 of them were used for CFA (confirmatory factor analysis), convergent validity and reliability analysis. Based on the findings obtained, 24-item, 4-factor “Parental Support in Language Skills Development Scale” can be considered as a valid and reliable measurement tool.

Evaluating Experimental Activities in Czech Chemistry Textbooks: A Critical Analysis

Abstract This study analysed the nature and integration of experimental activities in Czech lower-secondary chemistry textbooks which are currently in use. Focusing on four dominant textbook series (published since 1990’s), and one recently (2019) published and certified, it investigated the offered types of student activities, their cognitive demands, placement in the educational process, and inquiry levels. The findings reveal two distinct groups of textbooks based on the quantity of experimental activities. Some textbooks align with traditional teaching methods, emphasising teacher-led demonstrations, while others attempt a balance between safety concerns and student engagement. However, a general lack of focus on higher-order cognitive skills and inadequate scaffolding for scientific process skills development was found. The results showed future research should investigate the impact of experimental activities on student outcomes, highlighting the need for more modern approaches in chemistry education.

APPLICATION OF WEBBED BASED WORKSHEET TO IMPROVE STUDENT SCIENCE PROCESS SKILLS

Abstract: This study aims to examine the applicatio of webbed based worksheet to improve student science process skills. This study used a one-group pretest and posttest pre-experimental research design. 26 students in class VIII-D participated in this study from 39 JHS in Surabaya. Datas were collected through teaching activity, science process skill pretest-posttest, and students’ responses. The collected teaching activity was calculated using modus, the improvement of SPS was analyzed using n-gain value and students’ responses will be shown by percentage. The result of study was shown an improvement in the observations of how the learning was being put into practice, with modus 3 in good categoty. The N-Gain result was 0.73 on high category to demonstrated students' science process skills development from the result pretest posttest. The webbed based worksheet on human skin health received a positive responses from students, with a percentage of 95% on very good category. The result indicated that the application on webbed based worksheet can improved students’ science process skills on skin health theme.
 Keywords: Webbed type, Student Process Skills

A Novel Approach Towards Skill Development In Aerospace Industry

The greatest asset of any organization is its manpower, especially in the technology driven sectors like Aerospace and Defence. The success of such organizations hinges on the continuous upgradation of employee skill sets to meet rapid advances in technology. A niche industry like HAL with zero-error policy, requires highly skilled and efficient workforce that can act as a force multiplier to enhance productivity, quality and customer satisfaction. Accordingly, an innovative training process has been developed to continuously upgrade the competence level of the employees (workmen cadre) in their respective roles bring them at par with global standards. The comprehensive training approach, thus developed through in-depth study, meticulous analysis, and multiple pilot runs, was further validated and standardised based on an exhaustive scrutiny of the outcome on various performance parameters over a significant period of time. Consequently, a highly successful and novel skill development process has evolved to exist within the organisation,which will be explained here.

Implementing OSCE Exam for Undergraduate Pharmacy Students: A Two Institutional Mixed-Method Study

Introduction: This study evaluates undergraduate pharmacy students' and examiners’ perceptions of implementing OSCE exam.
 Methods: A sample of 185 undergraduate pharmacy students (138 from Zarqa University and 47 from Yarmouk University) and 20 examiners were invited to complete a quantitative survey and qualitative focus group discussion, respectively.
 Results: 103 out of 185 (56%, response rate) undergraduate pharmacy students completed the quantitative survey, with 11 examiners out of 20 (55%) agreeing to participate in the examiners' focus group discussion. Most pharmacy students agreed that OSCE exam was a practical and useful experience (74.8%) and should be part of the assessment in other pharmacy courses (61.2%). However, less than a quarter thought that OSCE exam was not fair (17.5%), very intimidating (20.4%), and needed more time (29.1%). Examiners were generally in favour of OSCE exam being well-organised and well-administered despite the need for a large place to conduct and a good number of pharmacy staff to implement.
 Conclusion: Pharmacy students and examiners agreed that OSCE exam is an excellent and preferable clinical assessment tool. This study provides a scheme to evaluate OSCE exam as a clinical assessment tool and would help policy-makers gain more insight into the impact of implementing OSCE exam on students' clinical knowledge and communicational skills development and learning process.

Failing to Learn: Design Thinking and the Development of a Failure-Positive Mindset in the University Classroom

Meaningful and impactful learning experiences are rife with failure. And yet, students struggle with framing, tolerating and attributing failure in a positive manner within the post secondary learning context. This paper explores whether using design thinking as a pedagogical approach might help students learn to tolerate, reframe and attribute failure in a more productive way. Findings from this comparative study of 600 undergraduate business students enrolled in a common first year marketing class reveal the ways in which design thinking-based learning approaches might be used to re-orient student’s conceptions of failure as a part of their creative problem-solving skill development process. Students were surveyed to learn more about how they perceived the concept of failure within their learning, to whom they attributed failures within their learning, and how well they tolerated failure as a part of their learning experience. Results from the nearly 400 responses to the online survey suggest that integrating design thinking focused approaches to learning into the post secondary classroom has a positive impact on the development of a student’s self-reported failure tolerance and may change the way that failure is attributed and framed in students’ descriptions of their individual learning. I find that design thinking-based learning might be used as an effective pedagogical approach in classes where the development of a failure-positive mindset is considered an essential competency or learning objective, and I offer practical recommendations for educators seeking to develop a failure-positive mindset within their learning communities.

Pengaruh Metode Pembelajaran Cooperative Integretet Reading And Composition Terhadap Peningkatan Reasoning Ability Pembelajaran Fiqih Pada Siswa Kelas VIII MTs YASPEND Muslim Pematang Tengah Kec. Tanjung Pura


 
 
 
 The background of this research is that based on the identification carried out by the researchers at the research location, namely: The learning that has been carried out so far in class VIII of MTs Yaspend Muslim specifically for Fiqh subjects does not emphasize learning by providing direct learning experiences through the development of process skills, scientific attitudes and lack of developing reasoning. This causes the low reasoning ability of students. The objectives of this research are: To determine the effect of the cooperative learning method integretet reading and composition on increasing reasoning in learning fiqh students in class VIII MTs Yaspend Muslim. The type of research used in this study is a quantitative research method. In this study the form of the instrument used is in the form of a questionnaire using a Likert scale attitude that has been modified with the following assessments: often scores 3, Rarely scores 2, and Never scores 1. The results of this study are: The results of hypothesis testing are also carried out independently. partial with the significance or the effect of the independent variable on the dependent variable that, the tcount (partial) for the cooperative integret reading and composition learning method is 2,672 with a significance level of 0.01, the cooperative integrete reading and composition learning method variable has a positive and significant effect on increasing reasoning Students with a value of tcount (2.672) > ttable (2.021) and a significant value (0.01) <0.05 indicates that the cooperative integretet reading and composition learning method has a positive and significant effect on the improvement of students' reasoning. This can be seen with a significant value of 0.01 which is smaller than = 0.05. The cooperative integret reading and composition learning method will be able to improve students' reasoning because the better and better the cooperative integrete reading and composition learning method made by the teacher, students will get an increase in affective, cognitive, and psychomotor aspects in the classroom. Students will also look more active and critical, this is what causes the positive effect of the cooperative integrated reading and composition learning method on the improvement of students' reasoning.
 
 
 

Enhancing Student Leadership Skills through Project-Based Learning in the Postgraduate Research Experience

Project-based learning (PjBL) is one of the learning models recognized by education experts as an effective method of achieving learning objectives in developing process skills; however, few studies have examined its potential for fostering leadership skills. This study aims to investigate postgraduate teacher students' experiences with project-based learning as a means of developing students leadership skills. The research involved 24 postgraduate students and utilized a qualitative approach to data collection and analysis. The findings reveal that while some aspects of project-based learning were perceived as straightforward, other steps were deemed challenging, particularly those that involved higher order thinking skill and emotional consideration. However, the process of interaction and communication during the learning process appears to be a critical factor in the development of leadership skills. These results suggest that further research is needed to explore the potential of project-based learning for developing postgraduate student leadership and to identify effective strategies for implementing this approach. Overall, this study highlights the importance of integrating leadership development into educational curricula and the need for ongoing professional development for teachers to effectively facilitate leadership skill development.

Digitalization in entrepreneurship education and its effect on entrepreneurial capacity building

Entrepreneurship education, the process of knowledge, skill, competency, and attitude development, aims to maximize the effectiveness of the entrepreneurial capacity building. The pandemic boosted the digital transformation of higher education and brought the online incubation platform NETMIB to life. This paper introduces this unique platform solution and utilizes online opportunities for skill and attitude assessment. An online survey-based research method was applied, and an online Entrepreneurial Orientation (EO) Index was developed as a valid scale for measuring entrepreneurial attitudes in online incubation programs. Based on the findings, student idea owners in the online incubation process have a significantly higher propensity to engage in business activities and a stronger desire for independence and achievement. The findings of this paper can contribute to the targeting and development of educational interventions in the incubation programs, and the online EO Index can be a useful tool among the performance measures of various incubation programs.Summary: Entrepreneurship education, the process of knowledge, skill, competency, and attitude development, aims to maximize the effectiveness of the entrepreneurial capacity building. The pandemic boosted the digital transformation of higher education and brought the online incubation platform NETMIB (Network of multidisciplinary ideation and business model generation) to life. This paper introduces this unique platform solution of online incubation and utilizes online opportunities for skill and attitude assessment. Since education aims to influence entrepreneurial capacity, measured by attitudes, the paper develops a self-assessment tool for online entrepreneurship education. Hypothesizes that there are significant differences in the attitudes of the members according to their role in the online incubation process. An online survey-based research method was used, and an entrepreneurial attitude construct was created concerning the member’s desire for innovation, personal control, achievement, and self-esteem. Based on the findings, student idea owners in the online incubation process have a significantly higher propensity to engage in business activities and a stronger desire for independence and achievement. The findings of this paper contribute to the targeting and development of educational interventions in incubation programs, and the online Entrepreneurial Orientation Index can be a useful tool among the performance measures of various incubation programs.

Trend and Opportunity of Science Education Research Related Optical Waves: A Systematic Literature Network Analysis

Understanding the profile or trend of a research topic is very important and is the first step in starting research. The purpose of this study is to describe the profile of science education research related to wave optics learning. The systematic Literature Network Analysis (SLNA) method was used in this study. Article data during the last ten years (2012-2021) was collected from the Google Scholar database using the Publish or Perish (PoP) application. There were 109 eligible articles which were analyzed to find out research trends related to wave optics learning. The analysis results show that the number of studies and research citations has increased in the last ten years. The dominant waves optical materials studied are polarization and diffraction of light. This research is useful in finding further research opportunities related to wave optic learning. Further research related to the application of innovative media and inquiry learning strategies has the opportunity to be developed on wave optics (dispersion and interference). Further research can be focused on conceptual understanding and developing process skills and 21st-century skills for students through wave optics learning.

Beyond technical mastery: inequality in doctoral research skill development in the biological sciences

PurposeThe purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.Design/methodology/approachBased on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.FindingsThe findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”Originality/valueWhile prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.

IMPROVING SCIENCE PROCESS SKILLS OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES

Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the “matter and its nature” subject on SMID’s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the ‘prediction’ stage, hands-on experiments and QR codes in the ‘observation’ stage and snowball, learning gallery or card showing techniques in the ‘evaluation’ stage. The results indicated that the POE worksheets are effective at developing SMID’s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID’s SPS. Keywords: mild intellectual disabilities, science education, science process skills

Validity and Educational Impact of Clinical Entrustable Professional Activities Linked to the Nutrition Care Process for Work-Based Assessment of Entry-Level Dietetics Students: Evaluation of a3-Year Implementation Study in Australia.

Entrustable professional activities (EPAs) describe key workplace activities and are increasingly being used for student work-based assessment. An EPA-based work-based assessment tool offers potential to increase understanding of dietetics student skill development and opportunity for standardised work-based student assessment. To determine construct validity and educational impact of an EPA work-based assessment tool for dietetics placement students in clinical settings. Using a time series design, supervisor and student self-assessment data collected from an EPA-based assessment tool from three cohorts of dietetics students and supervisors from 2017-2019 was analyzed. Dietetics students (n= 145) from an accredited dietetic training program in Australia and affiliated metropolitan and rural hospitals. Construct validity was determined through analysis of supervisor evaluation of student performance against EPAs over time. Educational impact was determined through comparing student performance across EPAs to predicted milestones to identify areas of least entrustment. Student performance over time and differences between student self-assessment and supervisor assessment for each EPA were investigated using Wilcoxon signed-rank tests and linear mixed-model analysis. Descriptive statistics summarised student performance against each EPA. Performance significantly increased over time in 35 out of 37 EPAs. Significant differences between supervisor and student self-assessment were evident in 9 out of 37 EPAs. Dietetics student performance varied across EPAs with 88.2% of students achieving entrustment for nutrition management EPAs compared with 100% for professionalism EPAs. The tool's construct validity was established. EPAs identified areas of Nutrition Care Process skills development requiring additional support. Data collected by the tool can inform teaching.

Development of Students' Professional Skills and Institutions of Higher Education during the Pandemic

The article is devoted to evaluating the pedagogical process of students' professional skills development during the pandemic. The study aims to investigate the formation of students' professional skills and determine their level of studying during a pandemic. The author's team surveyed to obtain empirical data on students' professional skills development. Surveying students and teachers were carried out during distance learning during a pandemic. The questionnaire results show the advantages and disadvantages of distance learning from the student's point of view. It is essential for education, built on a student-centered learning model. The main advantages of distance learning are a convenient schedule, combining study with work, acquiring new skills, the ability to do favorite things, and increasing motivation for self-education. Distance education's disadvantages in a pandemic include technical problems, including the lack of Internet, the difficulty of learning self-organization, and the low information and computer skills among students and teachers. The study results showed that students and teachers need support and motivation for distance learning.

Uneven Distribution of Higher Education Attained in Haryana (A Geographical View)

Education of all people is very important in order to upgrade a nation's human resources for the best possible utilisation of their full potential throughout life. The process of effective teaching, learning, and skill development equips them for fulfilling lives. Even if it is not a "basic right" of the individual, government and society still value higher education for the population's prosperity and well-being. The government has developed a multitude of plans, laws, and programmes over time to make access to education easier. The action plan includes gender sensitization to reduce the gender gap in educational achievement and to narrow the rural-urban divide over time. This was done with the assistance of governmental, private, and joint venture entities (Public Private together). The inequalities between rural and urban areas and gender inequality in educational attainment, however, are almost ubiquitous. The focus of the current study is higher education. Based on data from the 2011 Indian Census, it is a micro level analysis. In order to analyse the distribution of men and women with higher education throughout all districts in Haryana, both urban and rural, maps are created using the Q. GIS software. The maps reveal a significant disparity between the male and female populations as well as between rural and urban areas.