Conceptual Understanding Research Articles

Quality of life assessment among ethnically diverse Black prostate cancer survivors: a constructivist grounded theory approach.

Prostate cancer (CaP) is the most common cancer in Black men (BM), and the number of Black CaP survivors is rapidly increasing. Although Black immigrants are among the fastest-growing and most heterogeneous ethnic groups in the USA, limited data exist regarding their CaP experiences. Therefore, this study aimed to explore and model the experiences of ethnically diverse Black men with CaP. In-depth interviews were conducted with 34 participants: native-born BM (NBBM) (n = 17), African-born BM (ABBM) (n = 11), and Caribbean-born BM (CBBM) (n = 6) CaP survivors recruited through QR code-embedded flyers posted in Black businesses, clinics, social media platforms, and existing research networks within the USA. Guided by Charmaz's constructivist grounded theory methodology, the interviews were analyzed using constant comparison following key stages of initial, focused, and theoretical coding using Atlas.ti v23. Participants were thirty-four men aged 49-84years (mean ± SD, 66 ± 8). Most were married (77%), likely to be diagnosed at stage I (35%), and treated with radiotherapy (56%). Our study findings explored the complex trajectory of Black prostate cancer (CaP) survivors, unveiling a comprehensive model termed "Journeying through Unfamiliar Terrain." Comprising three phases and 11 sub-phases, this model uniquely captures the pre-diagnosis awareness and post-treatment adaptation among survivors. The resulting theoretical model delineates the entire CaP survivorship process among BM, providing contextual and conceptual understanding for developing interventions and enhancing patient-centered care for ethnically diverse CaP survivors, pivotal in bridging the gaps in survivorship research and healthcare practices. Black CAP survivors experience significant burdens and challenges that impact their overall quality of life.Understanding the factors that impact the complex survivorship journey can inform design and implementation ofinterventions to address the multiple challenges and thus improve quality of life.

On the accounting implications of the dilemma: who speaks for nature?

PurposeThis paper draws on the thinking of the nineteenth-century Italian philosopher and poet Giacomo Leopardi and scholars who studied his thoughts on the relationship between nature and humans. Leopardi's philosophy of nature recognizes the alienness of nature in relation to humankind, thus challenging human governance of the planet. The poet’s thoughts align with the dilemma identified in the Anthropocene literature: who speaks for nature? This dilemma has accounting implications in terms of the frameworks and disclosures to be adopted. Therefore, Leopardi’s thoughts can become the basis for a more articulated and complex understanding of some key concepts and issues at the roots of SEA.Design/methodology/approachThe paper utilizes content analysis to examine four essays by Giacomo Leopardi, which serve as the source of our data.FindingsLeopardi recognizes the alienness of nature with respect to humanity and the voicelessness of nature as a generative of conflict. He also warned of the consequences of human governance that does not take nature’s needs into account. These findings open a discussion on the complex accounting implications of the distance between humanity and nature. They can inspire SEA scholars to change the status quo by developing new accounting frameworks from the perspective of nature and adopting forms of governance of nature that recognize the need to protect it as a voiceless stakeholder.Originality/valueThrough Leopardi’s humanistic and poetic philosophy, the perspective of nature can be infused into SEA studies, thereby promoting the need for a multidisciplinary and complex approach to the discipline.

ANALISIS MISKONSEPSI SISWA PADA MATERI EKSPONEN BERDASARKAN KEMAMPUAN MATEMATIKA SISWA

Mathematics consists of concepts that are systematically structured where concepts are interrelated. The ability of the student to understand concepts also greatly affects the learning process of teaching them. One of the obstacles to embedding mathematical concepts is that not all students can understand the concepts well. Students often experience an understanding of concepts that deviate from the concepts of scientists. (miskonsepsi). This study aims to analyze the types and causes of misconceptions on exponent material in class X MAN 2 Hulu Middle River. This research approach uses qualitative research with types of descriptive research. Subject selection based on students' high, medium, and low abilities. Data collection techniques are done with tests, interviews, and documentation. The phases of data analysis according to Milles and Huberman are data reduction, data presentation, and conclusion drawing. As for data validity testing using triangulation techniques. The results of misconception analysis in class X MAN 2 Hulu Sungai Tengah on the exponent material pointed out that the misconception type of high-skilled students suffer from misconcept type of rule error, the skilled students are suffering from sign and letter-understanding malconceptions, and the students with low literacy suffer generalization, sign, rule mistake, and letter understanding malconception. The causes of misconceptions that occur in exponent material are misguided intuitive thinking, incomplete reasoning, and low student learning ability and interest

The role of culture-based learning on primary school students’ interest and understanding of Material Form concepts

This research was conducted to emphasize the significance of positive learning interest and deep understanding of concepts among students. Culture-based learning serves as an alternative pedagogical approach aimed at enhancing students’ interest and comprehension of concepts. Quantitative descriptive methodology was employed, utilizing a pre-experimental one-group pretest-posttest design. The research sample comprised fifth-grade students from a public elementary school in Indonesia. The research instruments included observation guidelines, questionnaires, and test questions. The findings revealed that the implementation of culture-based learning yielded an average score of 94%, indicating a very good outcome. Students’ interest in learning significantly improved following culture-based instruction, with an average score of 85.92%. Moreover, students’ understanding of concepts showed notable enhancement post-treatment, with average scores rising from 59% in the pretest to 81% in the posttest.

Implementing cooperative learning model with peer tutoring to enhance understanding of Wave concepts in high school

The difficulty of presenting teaching aids in the classroom makes it challenging for students to understand the material on sound waves, as sound waves are difficult to observe with the naked eye. Therefore, a learning model that facilitates student comprehension of sound waves is needed. This study aims to investigate the impact of a cooperative learning model using peer tutoring on students' understanding of sound wave concepts. The research method employed is quantitative, utilizing a quasi-experimental design with a nonequivalent control group. The study involved 76 students divided into experimental and control classes. The instrument used was a multiple-choice test consisting of 15 questions. The study was conducted over three sessions, starting with a pre-test in the first session and concluding with a post-test in the final session to determine the effect of the tested variable. The results indicate that the cooperative learning model with peer tutoring significantly affects students' conceptual understanding, with an average score of 64.04 in the experimental class compared to 53.86 in the control class. Additionally, the N-Gain test results show 41% improvement, categorized as moderate. Analysis of concept comprehension revealed an increase in understanding, with approximately 88.16% of students mastering the interpretation aspect of the concept.

The role of PHET-based virtual laboratories on primary student motivation and conceptual understanding in the Energy Transformation concepts

This research was conducted based on the importance of motivation and understanding of concepts at the elementary school level. Learning with a PhET-based virtual laboratory is an innovative approach in science education that can help visualize abstract concepts. A quantitative descriptive method was chosen for this study, with a pre-experimental one-group pretest-posttest design. The sample consisted of fourth-grade students from public primary schools in Indonesia. The instruments used in this study were observation guidelines, questionnaires, and test questions. The results showed that the implementation of PhET-based virtual laboratory learning received an average score of 97.77%, which is considered very good. Motivation after learning with the PhET-based virtual laboratory had an average score of 71%, indicating a good level. Students' conceptual understanding increased after the implementation of PhET-based virtual laboratory learning, with the average pretest score rising from 55.8% to a posttest score of 77.2%.

Analysis of Students' Physics Conceptual Understanding using Five-Tier Multiple Choice Questions: the Newton's Law of Motion Context

Conceptual understanding is one of the physics learning objectives that can support students' thinking skills. Understanding of concepts in physics learning is very important for students, so that learning outcomes can be achieved maximally. This study aims to analyze the level of understanding of students' concepts on the topic of Newton's law of motion. This research is a descriptive research with quantitative approach. The research was at SMAN 4 Padang, SMAN 6 Padang, and SMAN 12 Padang West Sumatera. The total sample was 218 students. The five-tier multiple choice questions was used as a research instruments. Before the questions were used, the questions were tested first in different schools with the aim of knowing the validity, reliability, difficulty level, and distinguishing power of the items. After testing, 14 questions were obtained that could be used in this study. The results showed that 13.37% of students scienctific conception, 9.53% of almost scientific conception, 42.01% of students lack of confidence, 30.14% of students have misconceptions, 0.98% of students have no conception, and 3.96% of students have undefined. Based on these results, it can be concluded that students' conceptual understanding of Newton's law of motion material is still low.

Misconceptions of High School Students on Motion and Force Using the Force Concept Inventory (FCI)

This research aims to identify high school students' misconceptions regarding motion and force using the Force Concept Inventory (FCI) instrument. This study used a quantitative method with respondents of 108 students in class XI science. Misconception data was obtained using FCI in the form of multiple-choice questions. There are 30 questions with five options. The results showed that a total of 46 out of 108 students (19.44%) answered 8 to 11 questions correctly, 41 students (37.96%) answered 5 to 7 questions correctly and the other 21 students (42.59%) only answered 2 to 4 questions correctly. The conclusion is students had misconceptions about the concepts of motion and force, especially on topics such as kinematics, Newton's laws, the principle of superposition, and kinds of force. This research implies the importance of understanding students' misconceptions in developing physics curricula and learning strategies in high schools. It is hoped that the research results can provide information to teachers about students' conceptual understanding so that appropriate learning strategies can be developed to correct students' misconceptions in learning.

Analysis of Science Process Skills of Junior High School Students

Natural Sciences (IPA) emphasizes students' science process skills in every learning process. However, looking at the facts in the field when studying science, students still tend to memorize concepts, theories, and principles without understanding the discovery process. This has an impact on the ongoing learning process being uninteresting so that students become bored and ultimately causes students' understanding of science concepts to become low. This research aims to determine the quality of science process skills of class VII students at Kanda Middle School. The research method used is quantitative. The population is all class VII students at Kanda Middle School, totaling 46 people, while the sample in this study was 23 students taken by random sampling. The instruments used are performance that assesses practicum activities as well as interview guidelines used to gather information from science teachers. Data were analyzed using the percentage value formula. This research concludes that the science process skills of class VII Kanda State Middle School students have a percentage of 70.01% in the skilled category.

Improving Student Learning Outcomes by using Blog Media in Geography Subjects

Purpose of the study: This research aims to improve student learning outcomes by using blog media. The background of this research is that learning is still teacher-centered, more teachers only use the lecture method, and do not use learning media. Students are less enthusiastic when studying geography, they often fall asleep in class. This causes low student learning outcomes, so the method used to overcome this problem is to use blog media. Methodology: The method used in this research is Classroom Action Research with a sample of 34 class XI high school students. The instruments used were lesson plans, observation sheets, interview sheets and geography learning results tests. This research was conducted at Senior High School Nusantara. Main Findings: Theresearch results showed that student learning activities experienced significant changes and the average N-Gainin cycle I was 0.33 and increased to 0.52 in cycle II. Based on these results, it can be proven that the use of blog media is effective in improving geography learning outcomes Novelty/Originality of this study:In an effort to enrich the learning process, this research allows the use of blog media as an innovative tool. By integrating information and communication technology through blogs, it is hoped that it can create a more dynamic and interactive learning environment. The focus of this research is not only on technological aspects, but also on the impact of using blog media on students understanding and involvement in understanding geographical concepts.

Children's and adolescents' perspectives on living with advanced cancer: A meta-synthesis of qualitative research.

The quality of life (QOL) experiences of children and adolescents living with advanced cancer have been under-explored. Enhancing QOL for this population is a dominant goal of their healthcare yet, there has been little research identifying aspects that impact their QOL. The purpose of this meta-synthesis was to identify themes of QOL informed from the voices of children and adolescents living with advanced cancer. This meta-synthesis utilized meta-ethnography to synthesize data from individual studies in order to develop new conceptual understanding of what is important to children and adolescents about their lives when living with advanced cancer. Our analysis identified themes of QOL relevant to children and adolescents with advanced cancer: (1) feeling supported and wanting to support others; (2) re-establishing normal; (3) suffering and emotional distress; (4) new perspectives; (5) maintaining autonomy; and (6) awareness of time. These themes differed from more traditional dimensions of QOL often applied to children and adolescents with cancer. This research is novel as its developed themes originated from the direct voices and expressed perspectives of children and adolescents living with advanced cancer. This is a significant initial step toward both understanding QOL in this specific context and the measurement of QOL for this population.

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S., participated in this mixed-methods study between August 2022 and May 2023. Children’s and teachers’ pre-test and post-test data were collected using validated observation tools, surveys, and reflection journals. The results from repeated measures ANOVA and linear mixed regression show that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subjects and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicate the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focuses on reflective thinking and a holistic understanding of science concepts and process skills.

Humanistic Thought and Education for Sustainable Development

Education for Sustainable Development (ESD) is an education concept, central to what is globally understood as quality education and endorsed by the United Nations as a key enabler of all Sustainable Development Goals (SDGs). ESD has been around for more than three decades and has sparked its own academic discourse and field of research. Yet, ESD is not fully embedded in all education systems and within societies. Although stakeholders from academia and practice are engaged in addressing ESD since its inclusion in Agenda 21 in 1992, there has been a struggle to develop a shared conceptual understanding. The discussion in theory and practice is still underway, with researchers grappling in depth with the understanding of ESD, its thematic width, concrete implementation, and tangible outcomes. Following the current quest by UNESCO to reconsider existing ways of knowing and to question where knowledge comes from and how we add to it, the authors of this article examined a sample of ESD literature on whether epistemic foundations of ESD including its role as a program within UNESCO are considered in the discourse. They concentrate in their review on humanist approaches as an important perspective for UNESCO. The results point to a gap in the current literature. The authors also show that, if ESD was grounded in humanistic thought, it could pose a barrier for certain worldviews to engage with or implement ESD. Therefore, ESD’s foundations require further examination. This paper is a first step in drawing attention to the need to make ESD’s foundations more explicit.

Virtual Soil Science Laboratory Sessions: Delivery and Student Perceptions

Laboratory classes effectively enhance student understanding and appreciation of course concepts. With course delivery suddenly shifted into the online format due to the COVID-19 pandemic, four laboratory exercises in each of two introductory-level soil science courses were converted into virtual sessions delivered in the form of student-accessible videos. Each laboratory video included a pre-lab discussion, demonstrations of a process or experiment, prompts to answer questions and record data, and/or explanation of relevant calculations. The online link to the video was provided in a laboratory guide which doubled as the report document that students submitted online. Semester-end surveys (n=130) reveal that at least 97% of students agreed or strongly agreed that virtual labs successfully demonstrated key processes and at least 96% thought that the virtual labs enhanced student understanding of soil science concepts. Over 90% of students considered the virtual labs as successful substitutes for hands-on exercises in COVID19-affected semesters. The absence of instructors who could immediately address questions and classmates to discuss results were the two main challenges. Students liked the ability to review the video if things were unclear the first time. While it has its limitations, virtual lab sessions were perceived as successful substitutes to in-person laboratory activities.

Community consultation in a regional hospital in the Republic of Benin to co-develop the PUMA randomised trial

A range of methods can be used for Community Engagement and Involvement (CEI). The Benin Hub of the National Institute for Health Research Global Health Research Unit on Global Surgery organised a CEI consultation to assess, with patients and nursing staff, the level of understanding of the key concepts, their acceptability, their appreciation of the timeline and expected outcomes of a new randomised controlled trial, which aims to improve outcomes for anaemic patients undergoing major abdominal surgery.

Impact of health insurance education program on health care professional students: An interventional study.

In the complex landscape of health care, the relationship between medical practice and health insurance is increasingly crucial for effective care delivery. This paper emphasises the importance of integrating health insurance education into medical training, focusing on its impact on patient outcomes, health care accessibility, and system sustainability. It posits that health care providers with a comprehensive understanding of health insurance can offer more informed, efficient care by adeptly navigating coverage complexities. The study utilised a pretest-post-test design with a yearlong health insurance education curriculum at Wake Forest University School of Medicine. Student participants from various medical programmes self-assessed their knowledge and comfort across 13 health insurance topics before and after the intervention. The curriculum included workshops and a capstone project, emphasising real-life patient insurance challenges. Results show statistically significant improvements in 13 participants' understanding of health insurance concepts, highlighting the curriculum's effectiveness. The findings advocate for the inclusion of health insurance education in medical curricula. Such knowledge is vital in systems with diverse insurance models, like the United States, where understanding insurance intricacies is key to patient care. The study's limitations, such as a small sample size and reliance on self-reported data, suggest the need for further research with more participants and objective measures. In conclusion, incorporating health insurance education into medical training is essential for preparing health care professionals to navigate insurance complexities, make informed treatment decisions, and guide patients effectively. This approach fosters well-rounded professionals capable of managing both medical and financial aspects of patient care, leading to more equitable and efficient health care delivery. Future research should explore the long-term effects of this education on clinical practice and patient outcomes, particularly its impact on health care costs and patient satisfaction.

Conceptualising the identity of Third Culture Adults (TCAs) in the GCC: implications for labour markets and organisations

ABSTRACT Although some studies have explored the phenomenon of Third Cultures, including TCKs and ATCKs, there is seemingly a category of identities that have not been clearly accounted for. Third Culture Adults (TCAs) have a distinct socio-psychological identity that emanates partly from migrants choosing a host nation as a long-term residence for themselves and their offspring. This paper espouses the concept of TCAs as a discrete identity that results from events and experiences among long-term settlers and provides the basis for future discourse and research to enable a more precise understanding of the TCA concept and its implications for labour markets.

The Influence of Fieldtrip as a Practical Skill Acquisition Technique in Biology Education

Field trips are integral to biology education, providing students with hands-on experiences that bridge theoretical knowledge with real-world applications. This study explores the impact of field trips on practical skill acquisition among biology students in Colleges of Education in Anambra State, Nigeria. Grounded in Piaget's developmental theory, the research examines how field trips enhance observational skills, critical thinking abilities, and environmental stewardship. Surveys conducted with 330 second-year biology education students reveal that field trips positively influence students' ability to recall facts, understand concepts, and excel in practicals. However, challenges such as financial constraints, large class sizes, and teacher commitment hinder the effectiveness of field trips. Strategies like subsidizing trip costs and encouraging small group activities are recommended to optimize field trip experiences. The study revealed several key findings regarding the role and challenges of field trips in biology education. Respondents highlighted that engaging in field activities aids students in recalling facts, learning through observation, and developing a deep understanding of concepts. These activities also help students improve their ability to evaluate scientific inquiries and excel in practical aspects of their education, indicating a positive influence of field trips on practical skill acquisition. The findings underscore the significance of field trips in biology education and advocate for greater institutional support to make these excursions more accessible and impactful for students.

Exploring the effect of directive and reflective feedback on elementary school students’ scientific conceptual understanding, epistemological beliefs, and inquiry performance in online inquiry activities

Exploring the effect of directive and reflective feedback on elementary school students’ scientific conceptual understanding, epistemological beliefs, and inquiry performance in online inquiry activities

What do International City Networks Contribute to Global Governance? Towards a Better Conceptual and Empirical Assessment

ABSTRACT This article systematically assesses international city networks (ICNs) and their contribution to global governance. Research in urban studies has frequently emphasised the growing number and activities of ICNs in global politics, particularly environmental politics. However, systematic and comparative assessments of their main characteristics and how they contribute to global governance in different issue areas remain rare. To advance our conceptual, empirical, and comparative understanding of these networks, we review existing approaches and analyse a sample of 30 ICNs concerning three categories, namely their structures, aims, and activities. The results show that ICNs assemble diverse actors, closely collaborate with international organisations, and are dedicated to the implementation, but also the change of global norms in several issue areas of global governance. At the same time, the results suggest that more empirical data and comparative analyses of ICNs are necessary to advance our conceptual understanding of ICNs and their relevance in global governance.