Academic literature on the topic 'Basic science process skills'
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Journal articles on the topic "Basic science process skills"
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Maison, Darmaji, Astalini, Dwi Agus Kurniawan, and Peni Sefiah Indrawati. "SCIENCE PROCESS SKILLS AND MOTIVATION." Humanities & Social Sciences Reviews 7, no. 5 (2019): 48–56. http://dx.doi.org/10.18510/hssr.2019.756.
Full textAbstract:
Purpose of the study: The purpose of this research is to know the science process skill and motivation of the basic science process from Physics education student.
 Methodology: The research design used in this study is the Associative Quantitative research method with a correlational research design. In the research using technique sampling used is Purposive Sampling. The instruments of data collection used are questionnaires motivation and observation sheet Sains Process Skills. Measurement of students' science process skill is done when students perform Basic Physics I practice on density topic. The criteria that researchers set were physics education students who had contracted basic physics courses.
 Main Findings: The result of the research stated that the basic science process skill of physics education student as a whole is not good because of lack of experience in doing a practicum and their understanding of lab topics.
 Applications of this study: When someone is highly motivated, they will not experience difficulties in mastering their science process skills and so if someone has low motivation, they will experience difficulties in their process skills.
 Novelty/Originality of this study: The renewal that is seen is whether there is motivation in the science process skills. There is motivation in student learning processes, one of the results is process skills. Process skills are the result of learning from these students. Because science process skills emphasize the learning process, accreditation, creativity, values and also the attitude of a student who will later be applied in daily life. Therefore we can say that science process skills have a relationship with the motivation of a student.
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Darmaji, Astalini, Dwi Agus Kurniawan, Hanaiyah Parasdila, and Irdianti. "PRACTICUM GUIDE: BASIC PHYSICS BASED OF SCIENCE PROCESS SKILL." Humanities & Social Sciences Reviews 7, no. 2 (2019): 594–603. http://dx.doi.org/10.18510/hssr.2019.7271.
Full textAbstract:
Purpose: This research aims to develop basic physics practicum guidebooks based on science process skills that can assist students in training and developing students' science process skills through practicum
 Design/methodology/approach: This research is development research that uses the analysis, design, development, implementation, and evaluation that adopted from Branch
 Findings: Based on the validation results indicate that the reconstruction of basic physics practicum guidebooks based on science process skills that got good category result so that it can be used.
 Research limitations/implications: The results of student responses when using the reconstruction of basic physics practicum guidebooks based on science process skills are well categorized so as to improve students' science process skills
 Social implications: By using the reconstruction of basic physics practicum guidebooks based on science process skills of this student can have good skills so as to have experience as a prospective teacher so that later can teach it to students in science class.
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Darmaji, Astalini, Dwi Agus Kurniawan, et al. "PRACTICUM GUIDE: BASIC PHYSICS BASED OF SCIENCE PROCESS SKILL." Humanities & Social Sciences Reviews 7, no. 4 (2019): 151–60. http://dx.doi.org/10.18510/hssr.2019.7420.
Full textAbstract:
Purpose: This research aims to develop basic physics practicum guidebooks based on science process skills that can assist students in training and developing students' science process skills through practicum
 Design/methodology/approach: This research is development research that uses the analysis, design, development, implementation, and evaluation that adopted from Branch
 Findings: Based on the validation results indicate that the reconstruction of basic physics practicum guidebooks based on science process skills that got good category result so that it can be used.
 Research limitations/implications: The results of student responses when using the reconstruction of basic physics practicum guidebooks based on science process skills are well categorized so as to improve students' science process skills
 Social implications: By using the reconstruction of basic physics practicum guidebooks based on science process skills of this student can have good skills so as to have experience as a prospective teacher so that later can teach it to students in science class.
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Darmaji, Darmaji, Dwi Agus Kurniawan, Ai Suryani, and Ayu Lestari. "An Identification of Physics Pre-Service Teachers' Science Process Skills Through Science Process Skills-Based Practicum Guidebook." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 7, no. 2 (2018): 239. http://dx.doi.org/10.24042/jipfalbiruni.v7i2.2690.
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This research was conducted to identify the science process skills of the physics education students of Jambi University in prism refraction practicum after using the basic physics practicum guidebook II. This research is a quantitative descriptive method. The study was conducted with a sample of 91 students. Data collection techniques were carried out using a science process skill observation sheet which was supported by interviews and documentation. Data were analyzed using descriptive statistics. The results showed that most students are highly skilled in implementing science process skills-based practicum with the following percentages: observing by 48.35%, classifying by 38.46%, measuring by 39.56%, predicting by 58.64%, compiling data tables by 51.65%, making graph by 58.24%, planning the experiment by 61.54%, and conducting the experiment by 45.05%. The students were also quite skilled in constructing hypotheses and defining variables with the percentage of 57.14% and 39.56%, respectively. The results of the study are expected to be used as a consideration for study programs and other faculties at Jambi University as well as other universities to conduct related studies.
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Putri, Eldyana Rahayu, Helendra Helendra, Indra Hartanto, and Yuni Ahda. "Correlation of Basic Science Process Skills and Learning Outcomes of High and Low Level Students In Junior High School 35 Padang." Jurnal Atrium Pendidikan Biologi 4, no. 2 (2019): 120. http://dx.doi.org/10.24036/apb.v4i2.5854.
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Science process skill is one of the important thing that students should have within natural science. Teacher must recognize their students’ process skills in providing learning. The purpose of this study to determine correlation between basic science process skill of grade 7th students in Junior High School 35 Padang and their cognitive domain. The sample set consisted of 136 students. This study focus to determine correlation of basic process science skills in 6 categories, there are: observed, prediction, measurement, classification, conclusion and communication with cognitive domain. Descriptive method used in this research with students’ worksheet based on basic science process skill as the instrument of measurement students’ science process skill and test as measurement cognitive domain. The correlation level between basic science process skill and cognitive domain shown by rs=0,43, it is indicate that basic science process skill have the positive and significant correlation with student’s cognitive domain. The correlation level between basic science process skills and cognitive domain of high level student shown by rs=0,43, this value indicate that basic science process skill have the positive and significant correlation with high level students’ cognitive domain. The last correlation between basic science process skill and cognitive domain of low level student with rs=0,21, it is indicate that basic science process skill have not significant correlation with low student’s cognitive domain.
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Bahtiar, B., and Nurhayati Dukomalamo. "Basic science process skills of biology laboratory practice: improving through discovery learning." Biosfer 12, no. 1 (2019): 83–93. http://dx.doi.org/10.21009/biosferjpb.v12n1.83-93.
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Biology laboratory practice that applies the discovery learning model is expected to complement all necessary science process needed by the students during the learning activity. The research was an experiment of learning to find the differences in learning outcome in the form of students’ science process skills between discovery learning and the conventional model of biology laboratory practice. The research is conducted at the Public Junior High School 4, Ternate City for the 8th-grade students from October to December 2018. The research instrument used basic science process skills is observation sheet. The indicator of basic science process skills consists of observing, classifying, measuring, communicating, inferring, and predicting. The result of research data analysis shows that t count value was 4.261 with the significance of 0.000. The discovery learning model of biology laboratory practice is better in improving students’ basic science process skills than the learning model of conventional laboratory practice. According to the result, it was concluded that there were differences in students' basic science process skills between the discovery learning model and the conventional model of Biology laboratory practice. Discovery learning model of biology laboratory practice was better in improving the student's basic science skill than the conventional model.
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Handayani, Sri Lestari. "Comparison of Basic Science Process Skills for Students on Electrical Materials with the Rasch Model Analysis." Jurnal Penelitian & Pengembangan Pendidikan Fisika 7, no. 1 (2021): 73–82. http://dx.doi.org/10.21009/1.07108.
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Prospective teacher students must have good science process skills to create learning that focuses on science process skills-based learning. This study aims to describe the comparison of the basic science process skills of prospective elementary school teachers in electric subjects. This research is descriptive. The sample of this study was 184 students consisting of 104 students in the 4th semester and 80 students in the 6th semester. The data collection technique was using a test that consists of 25 questions about basic science process skills. Data analysis using the Wright Person Map in Rasch Model. Based on the results, the researcher obtained information that most prospective elementary teachers' science process skills were classified as moderate. In addition, the results were obtained that the science process skills of 6th-semester students were better than the 4th semester. This research also found that the science process skill of female students was better than male students.
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Dökme, İlbilge, and Emek Aydınlı. "Turkish primary school students’ performance on basic science process skills." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 544–48. http://dx.doi.org/10.1016/j.sbspro.2009.01.098.
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Darmaji, Darmaji, Dwi Agus Kurniawan, and Ai Suryani. "Effectiveness of Basic Physics II Practicum Guidelines Based On Science Process Skills." JIPF (Jurnal Ilmu Pendidikan Fisika) 4, no. 1 (2019): 1. http://dx.doi.org/10.26737/jipf.v4i1.693.
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The Jambi University Physics Education Study Program has developed a Basic Physics II practicum guidelines based on science process skills that valid and reliable. However, there has not been a large scale implementation to determine the effectiveness of the guidelines. The purpose of this study was to determine the mastery of student science process skills after using the Basic Physics II practicum guidelines based on science process skills on refraction subject mater. This research is a quantitative research type of pre-experimental design with the One-Shot Case Study. The research sample was the Physics Education second year students of Jambi University, amounting to 87 people. Data collection is done by observing using observation sheets about science process skills. Data were analyzed using descriptive statistics. The results showed that students were very good at mastering science process skills after using practicum guidelines based on science process skills. Percentage of mastery of science process skills for refraction practicum on parallel plan glass including: observation 64.84%; experimental planning: 64.84%; prediction 61.54%; conducting experiment 53.85%; measuring 49.45% and variabel identification 28.57%. On average, students were very good at mastering science process skills in refraction practicums in prisms with their respective percentages: planning experiments 61.54%; prediction 58.24%; observation 48.35%; conducting experiment 45.05%; measuring 39.56% and identifying variables 32.97%.
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Maison, Maison, Darmaji Darmaji, Dwi Agus Kurniawan, Astalini Astalini, Utari Prisma Dewi, and Lia Kartina. "Analysis of science process skills in physics education students." Jurnal Penelitian dan Evaluasi Pendidikan 23, no. 2 (2019): 197–205. http://dx.doi.org/10.21831/pep.v23i2.28123.
Full textAbstract:
This study aims to analyze students' science process skills on specific heat material by reviewing two aspects of basic science process skills indicators (observation and classification), and two indicators of integrated science process skills (identifying variables and making hypotheses). This research uses a descriptive quantitative method. In this study, the sample used was 35 students of physics education of batch 2018 who were randomly selected. The assessment instrument used was the science process skills observation sheet with the skill score used in the form of a Likert scale. The results of the study show that the students' mastery of basic science process skills on the observation indicator is 65% in the good category, 30% in the high category, and 10% in the category of not good to low, whereas, the classification indicators obtained are 54.3% and 37.1% of students have mastered classification skills in both good and high categories. The remaining 8.6% are classified in the not good category. For the mastery of integrated science process skills in the variable identification indicator, 60% of them are in the good category and 14.3% in the high category. The rest are in the category of not good and low. For the indicators of skills in making hypotheses, 65.7% and 14.3% are in the good and high categories. It proves that physics education students have mastery of science process skills that are in the good category.
Dissertations / Theses on the topic "Basic science process skills"
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Brotherton, Peter Nigel. "The nature and teaching of science process skills." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333456.
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Mudavanhu, Precious. "A brief introduction to basic multivariate economic statistical process control." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71679.
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Thesis (MComm)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Statistical process control (SPC) plays a very important role in monitoring and improving
industrial processes to ensure that products produced or shipped to the customer meet the
required specifications. The main tool that is used in SPC is the statistical control chart. The
traditional way of statistical control chart design assumed that a process is described by a
single quality characteristic. However, according to Montgomery and Klatt (1972) industrial
processes and products can have more than one quality characteristic and their joint effect
describes product quality. Process monitoring in which several related variables are of
interest is referred to as multivariate statistical process control (MSPC). The most vital and
commonly used tool in MSPC is the statistical control chart as in the case of the SPC. The
design of a control chart requires the user to select three parameters which are: sample size,
n , sampling interval, h and control limits, k.Several authors have developed control charts
based on more than one quality characteristic, among them was Hotelling (1947) who
pioneered the use of the multivariate process control techniques through the development of a
2 T -control chart which is well known as Hotelling 2 T -control chart.
Since the introduction of the control chart technique, the most common and widely used
method of control chart design was the statistical design. However, according to Montgomery
(2005), the design of control has economic implications. There are costs that are incurred
during the design of a control chart and these are: costs of sampling and testing, costs
associated with investigating an out-of-control signal and possible correction of any
assignable cause found, costs associated with the production of nonconforming products, etc.
The paper is about giving an overview of the different methods or techniques that have been
employed to develop the different economic statistical models for MSPC.
The first multivariate economic model presented in this paper is the economic design of the
Hotelling‟s 2 T -control chart to maintain current control of a process developed by
Montgomery and Klatt (1972). This is followed by the work done by Kapur and Chao (1996)
in which the concept of creating a specification region for the multiple quality characteristics
together with the use of a multivariate quality loss function is implemented to minimize total
loss to both the producer and the customer. Another approach by Chou et al (2002) is also
presented in which a procedure is developed that simultaneously monitor the process mean
and covariance matrix through the use of a quality loss function. The procedure is based on the test statistic 2ln L and the cost model is based on Montgomery and Klatt (1972) as well
as Kapur and Chao‟s (1996) ideas. One example of the use of the variable sample size
technique on the economic and economic statistical design of the control chart will also be
presented. Specifically, an economic and economic statistical design of the 2 T -control chart
with two adaptive sample sizes (Farazet al, 2010) will be presented. Farazet al (2010)
developed a cost model of a variable sampling size 2 T -control chart for the economic and
economic statistical design using Lorenzen and Vance‟s (1986) model.
There are several other approaches to the multivariate economic statistical process control
(MESPC) problem, but in this project the focus is on the cases based on the phase II stadium
of the process where the mean vector, and the covariance matrix, have been fairly well
established and can be taken as known, but both are subject to assignable causes. This latter
aspect is often ignored by researchers. Nevertheless, the article by Farazet al (2010) is
included to give more insight into how more sophisticated approaches may fit in with
MESPC, even if the mean vector, only may be subject to assignable cause.
Keywords: control chart; statistical process control; multivariate statistical process control;
multivariate economic statistical process control; multivariate control chart; loss function.<br>AFRIKAANSE OPSOMMING: Statistiese proses kontrole (SPK) speel 'n baie belangrike rol in die monitering en
verbetering van industriële prosesse om te verseker dat produkte wat vervaardig word, of na
kliënte versend word wel aan die vereiste voorwaardes voldoen. Die vernaamste tegniek wat
in SPK gebruik word, is die statistiese kontrolekaart. Die tradisionele wyse waarop statistiese
kontrolekaarte ontwerp is, aanvaar dat ‟n proses deur slegs 'n enkele kwaliteitsveranderlike
beskryf word. Montgomery and Klatt (1972) beweer egter dat industriële prosesse en
produkte meer as een kwaliteitseienskap kan hê en dat hulle gesamentlik die kwaliteit van 'n
produk kan beskryf. Proses monitering waarin verskeie verwante veranderlikes van belang
mag wees, staan as meerveranderlike statistiese proses kontrole (MSPK) bekend. Die mees
belangrike en algemene tegniek wat in MSPK gebruik word, is ewe eens die statistiese
kontrolekaart soos dit die geval is by SPK. Die ontwerp van 'n kontrolekaart vereis van die
gebruiker om drie parameters te kies wat soos volg is: steekproefgrootte, n , tussensteekproefinterval,
h en kontrolegrense, k . Verskeie skrywers het kontrolekaarte ontwikkel
wat op meer as een kwaliteitseienskap gebaseer is, waaronder Hotelling wat die gebruik van
meerveranderlike proses kontrole tegnieke ingelei het met die ontwikkeling van die
T2 -kontrolekaart wat algemeen bekend is as Hotelling se 2 T -kontrolekaart (Hotelling,
1947).
Sedert die ingebruikneming van die kontrolekaart tegniek is die statistiese ontwerp daarvan
die mees algemene benadering en is dit ook in daardie formaat gebruik. Nietemin, volgens
Montgomery and Klatt (1972) en Montgomery (2005), het die ontwerp van die kontrolekaart
ook ekonomiese implikasies. Daar is kostes betrokke by die ontwerp van die kontrolekaart
en daar is ook die kostes t.o.v. steekproefneming en toetsing, kostes geassosieer met die
ondersoek van 'n buite-kontrole-sein, en moontlike herstel indien enige moontlike korreksie
van so 'n buite-kontrole-sein gevind word, kostes geassosieer met die produksie van niekonforme
produkte, ens. In die eenveranderlike geval is die hantering van die ekonomiese
eienskappe al in diepte ondersoek. Hierdie werkstuk gee 'n oorsig oor sommige van die
verskillende metodes of tegnieke wat al daargestel is t.o.v. verskillende ekonomiese
statistiese modelle vir MSPK. In die besonder word aandag gegee aan die gevalle waar die
vektor van gemiddeldes sowel as die kovariansiematriks onderhewig is aan potensiële
verskuiwings, in teenstelling met 'n neiging om slegs na die vektor van gemiddeldes in
isolasie te kyk synde onderhewig aan moontlike verskuiwings te wees.
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Aldous, Colleen Michelle. "University level genetics students' competencies in selected science process skills." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02092006-120752.
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Isaac, Jolly. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715299.
Full textAbstract:
<p>A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.
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Koksal, Ela Ayse. "The Acquisition Of Science Process Skills Through Guided (teacher-directed) Inquiry." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609719/index.pdf.
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The international and national assessment results indicated that Turkish students&rsquo<br>conceptual understanding in science and basic inquiry skills are far behind the expected levels. The reason of low achievement could be attributed to many sources such as family background characteristics, students&rsquo<br>attitudes, and teaching methodologies. The low socioeconomic environment in the school and crowded classrooms are important facts that should be somehow considered by the educational researchers. The way a teacher teaches in a crowded classroom is important to help students&rsquo<br>understanding of concepts and development of inquiry skills.
The present study aimed to propose a methodology that helps teachers to enhance students&rsquo<br>understanding of concepts and develop inquiry skills in many schools with various socio-economic-status environments and large classrooms. The method proposed could be called as guided (teacher-directed) inquiry to develop concepts, skills, and affective characteristics of the students such as attitudes.
This study was conducted with 168 sixth grade public elementary school students in Ankara in 2006-07 academic year. Repeated measures design was used in the study. Intact groups received either traditional or teacher-directed inquiry instructions. The students in both groups were measured with the unit achievement and science process skills tests, and attitudes toward science questionnaire before and after the instructions, and repeatedly after no treatment by a retention or delayed test.
It was found that while the guided (teacher-directed) inquiry instruction made a difference on student achievement in the first unit (Reproduction, Development and Growth in Living Things), it could not make a difference on student achievement in the second unit (Force and Motion). The instruction also made a difference on students&rsquo<br>science process skills test performance and both the composite and individual attitude scores.
It is concluded that guided (teacher-directed) inquiry instruction generally helps students&rsquo<br>understanding of science concepts and results with achievement in science. It helps students&rsquo<br>development of scientific skills with authentic experiences. Guided (teacher-directed) inquiry instruction also has an effect on students&rsquo<br>development of positive attitudes toward science and technology course, specifically on self-concept, anxiety, interest, career, enjoyment, and usefulness dimensions.
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Riesser, Sharon T. "Examination of reliability and validity of the Performance Assessment of Science Skills (PASS) instruments, alternative assessment instruments of science process skills." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902509.
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Assessment of science process skills in the elementary school is essential to a hands-on science program. Concern arises with the realization that there are few performance assessment instruments of science process skills, and most of the available instruments do not have documented reliability and validity standards. This study examines the reliability and validity of a set of science performance assessment instruments through the application of currently available statistical methods. The Performance Assessment of Science Skills (PASS) tests, which were formulated by S. M. Johnson as an alternative assessment of science process skills in the elementary school grades, are the subject of investigation.Third-grade students completed PASS instruments which measured the process skills of observation, binary classification, and measurement, and fifth-grade students completed PASS instruments which measured the science process skills of prediction, designing a controlled experiment, and hierarchicalclassification.Reliability and validity for the PASS instruments focused on alternate form reliability, internal reliability, inter-rater reliability and construct validity. This study revealed that statistical reliability and validity can be documented for some alternative assessments of science process skills.<br>Department of Biology
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Anderson, Tanya Mae. "Science notebooks: a tool to promote understanding of process skills and content." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/anderson/AndersonTM0812.pdf.
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Many students' lack the skills for academic success and ability to communicate and understand scientific content. In this study, science notebooks were implemented to examine the impact on students' understanding of the science concepts and process skills (observation and communication). The data indicated that science notebooks and the inquiry process did positively impact students' ideas and the development of scientific literacy.
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Moore, Melonie. "Can Guided Inquiry Based Labs Improve Performance in Data Analysis and Conclusion Synthesis in Sixth Grade Life Science?" Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2681.
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Desiring to examine the performance of science process skills such as data analysis and conclusion synthesis in sixth grade Life Science students, I used an inquiry strategy called "guided inquiry" in a series of six laboratory assignments during the normal county-mandated order of instruction for Life Science. I based my analysis upon these laboratory exercises, a survey of student attitudes towards science done before the study began and after the study completed, an assessment of inquiry understanding done before and after the study was finished, routine material tests, and a science final class evaluation done after the study was finished. Emphasis was placed upon examining the content of the laboratory reports which required students to analyze their experiments and draw a conclusion based upon their findings. The study found that while most students did grasp the desired scientific principles the labs were designed to teach, they had difficulty in formulating a structured and detailed account of their experiences without guidance. The study helped to further understanding of student performance and learning in science process skills such as data analysis and conclusion synthesis.<br>M.Ed.<br>Department of Teaching and Learning Principles<br>Education<br>K-8 Math and Science MEd
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Strom, Reba K. "Using guided inquiry to improve process skills and content knowledge in primary science." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/strom/StromR0812.pdf.
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This action research project was developed to describe and identify how student process skill development can increase the content knowledge of second grade students in the science content area of living and non-living things. Students participated in a ten-week study that used the inquiry model of instruction to teach science content relating to plants and animal features, lifecycles and characteristics of living things. The findings showed an increase in content knowledge of students and development of process skills of observation, questioning and communicating.
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Isaac, Jolly Peter. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1294.
Full textAbstract:
A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.
Books on the topic "Basic science process skills"
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Smith, Sandra Fucci. Clinical nursing skills: Basic to advanced skills. 8th ed. Pearson, 2012.
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Smith, Sandra Fucci. Clinical nursing skills: Nursing process model, basic to advanced skills. 2nd ed. Appleton & Lange, 1989.
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Smith, Sandra Fucci. Clinical nursing skills: Nursing process model, basic to advanced skills. 3rd ed. Appleton & Lange, 1992.
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Smith, Sandra Fucci. Clinical nursing skills: Basic to advanced skills. 4th ed. Appleton & Lange, 1996.
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Smith, Sandra Fucci. Clinical nursing skills: Basic to advanced skills. 7th ed. Pearson Prentice Hall, 2008.
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Smith, Sandra Fucci. Instructor's manual and checklists to accompany Clinical nursing skills: Basic to advanced skills. 4th ed. Appleton & Lange, 1996.
Find full textBook chapters on the topic "Basic science process skills"
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McComas, William F. "Science Process Skills." In The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_79.
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Westphal, Laurie E. "Process Skills." In Differentiating Instruction With Menus Science Advanced-Level Menus Grades 6-8, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003234548-7.
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Fan, Ming-Xiang, Maiga Chang, Rita Kuo, and Jia-Sheng Heh. "Students’ Science Process Skills Diagnosis." In Emerging Issues in Smart Learning. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44188-6_41.
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Hartel, Pieter H., Bert Es, and Dick Tromp. "Basic proof skills of computer science students." In Funtional Programming Languages in Education. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60675-0_50.
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Köhler, Thomas, Thomas Weith, Sabrina Herbst, and Nadin Gaasch. "Designing External Knowledge Communication in a Research Network The Case of Sustainable Land Management." In Progress in IS. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66262-2_9.
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AbstractDesigning knowledge communication with external partners is a core activity of research networks. In science, such communication has been addressed only recently and is still considered as non-academic activity. Successful communication with practitioners, that is knowledge transfer, is a crucial factor for effective research. In the age of online communication, this requires special attention and skills, for example related to social media communication. Based on our own empirical results derived from interviews, the authors identify what factors affect the communication process and how the design of communication content may be influenced.To do so, successful examples of communication with external stakeholders are presented. For the theoretical basis, science communication, knowledge communication, knowledge management, and knowledge transfer were selected and consolidated. Although the findings stem from a research network specializing in sustainable land management, they can be transferred to other academic collaborations. Our results indicate that external communication is effective when knowledge has been transferred between academics and practitioners.
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Stříbrná, Jitka. "Approximating Weak Bisimulation on Basic Process Algebras." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-48340-3_33.
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Fantechi, A., S. Gnesi, and V. Perticaroli. "An expressive logic for Basic Process Algebra." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-57182-5_37.
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Plank, Richard E., and Jay D. Lindquist. "Developing Process Mapping Skills: A Case Study." In Proceedings of the 1995 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13147-4_81.
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Teller, Virginia. "Artificial Intelligence as a Basic Science for Psychoanalytic Research." In Psychoanalytic Process Research Strategies. Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-642-74265-1_11.
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Main, Brenda. "Assessing Children’s Science Learning and Process Skills in the Elementary Classroom." In Assessment in Science. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0802-0_9.
Full textConference papers on the topic "Basic science process skills"
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Utami, Nurul Hidayati, Maulana Khalid Riefani, Siti Sarah, and Musliha. "Basic Science Process Skills in Senior High School for Solve Wetlands Problems." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.075.
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Pratiwi, Resi, Endang Susilaningsih, Sri Susilogati Sumarti, and Woro Sumarni. "Implementation of Practical Worksheet based on Multiple Representations with Basic Science Process Skills Indicators." In Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iset-18.2018.78.
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Ridhwan, Muhamad, I. Made Astra, and Agus Setyo Budi. "Development of basic physics I practicum worksheet with science writing heuristic (SWH) approach to improve science process skills." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0037906.
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Movsesyan, Violetta Elbrusovna. "MANAGEMENT QUALITY MANAGEMENT: BASIC DEVELOPMENT TRENDS." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-234/238.
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This article discusses the concept of labor as a quality indicator. The relationship between the quality of the workforce and education is determined. Highlighted the key hard- and soft-skills necessary for a modern employee. The process of manpower.
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Ernawati, Tias Ernawati, D. Ramadhan, and A. Widowati. "A Basic Skills Process on the Natural Science Learning Outcomes Viewed from the Ability to Communicate." In Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iceri-18.2019.42.
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Kazeni, Monde. "EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.
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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in early primary school learners. In the South African context, there is limited literature on early primary school teachers’ knowledge of science and its processes, as well as on teachers’ attitudes towards the teaching of science to early primary school learners. The purpose of the study was to investigate early primary school teachers’ knowledge of the concepts of science and science process skills, and to determine their perceptions regarding the teaching of science in early primary school. The study involved four purposively selected early primary school teachers, in the Gauteng province of South Africa. Qualitative data were collected using semi-structured interviews, and the findings showed that the participating teachers had limited knowledge of the concepts of science and science process skills, and that they mostly had negative perceptions about the teaching of science in early primary school. These findings have implications on the training of early primary school teachers.
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Rubinsky, Boris. "Basic Principles of Translational Research." In ASME 2012 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/sbc2012-80049.
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Translational research turns fundamental new science and innovations into a product that has value to the public. The process is difficult because it combines a variety of diverse disciplines and skills from basic science, clinical medicine, engineering, business, public health, laws and regulations. These areas are so wide apart that it is very difficult to combine. The author has engaged in translational research since the early 1980’s and will describe the processes, pitfalls and rewards through typical examples from his projects that include: development of imaging monitored cryosurgery from concept to treatment of hundreds of thousands of patients, transgenes in food engineering from basic science to a twenty year wait for FDA approval, microelectroporation from basic concept to incorporation of the technology by numerous companies and non-thermal irreversible electroporation from basic concept to current clinical use in over 50 hospitals and over thousand treated patients.
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Nurkanti, Mia. "Isolating Deoxyribo Nucleid Acid (DNA) as The Basic for Inquiry Learning to Improve Science Process Skill (SPS)." In Proceedings of the 1st Workshop on Multidisciplinary and Its Applications Part 1, WMA-01 2018, 19-20 January 2018, Aceh, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-1-2018.2281903.
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Shaheen, Muhammad, and Zahoor Ur Rehman. "Critical Skills for Computer Academicians - Course Proposal." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3197.
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The numbers of Computer Science professionals are rapidly increasing in Pakistan. Earlier revisions ofthe CS curriculum made by Higher Education Commission (EEC), Pakistan were based upon the critical skills needed for the professionals according to the demands of market. Unfortunately no effort was made to determine the critical skills needed for computer academicians. As part of the course development process for academicians, a study was conducted to determine the expected skills and knowledge required for these academicians. The academicians are divided into three main groups: Computer Programming instructors, Databases Instructors and Computer Networks instructors. These groups were made after the survey of demand from IT industry in Pakistan. It was concluded from the survey that More than 65% Computer professional jobs are required for the mentioned groups. An online survey tool (http://www.qnaire.netfirms.com) was developed to collect the data from respondents about the importance of various skills for computer science academicians. Ph.D professors, Ph.D Assistant Professors and Lecturers having Bachelors degree in Computer Science or relevant discipline are included in the list of respondents. The results indicate that the conceptual knowledge about three groups will be important with handsome emphasis on advanced applications. By applying principal component analysis and correlation analysis on the data collected by online survey the prominent factors were identified on the basis of which a course plan was developed. In coming years the better results will produce by the proposed curriculum.
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Rambuda, Awelani. "LEARNERS’ PERCEPTIONS OF THEIR TEACHERS’ APPLICATION OF BASIC SCIENCE PROCESS SKILLS TO THE TEACHING OF GEOGRAPHY IN SECONDARY SCHOOLS IN THE FREE STATE PROVINCE, SOUTH AFRICA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1764.
Full textReports on the topic "Basic science process skills"
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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.
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The main recommendations of the panel report can be summarised under four key headings: High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on. Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors. Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month. Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.
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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.
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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Bustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler, and Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002566.
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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.
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The COVID Decade: understanding the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726583.001.
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The British Academy was asked by the Government Office for Science to produce an independent review on the long-term societal impacts of COVID-19. This report outlines the evidence across a range of areas, building upon a series of expert reviews, engagement, synthesis and analysis across the research community in the Social Sciences, Humanities and the Arts (SHAPE). It is accompanied by a separate report, Shaping the COVID decade, which considers how policymakers might respond. History shows that pandemics and other crises can be catalysts to rebuild society in new ways, but that this requires vision and interconnectivity between policymakers at local, regional and national levels. With the advent of vaccines and the imminent ending of lockdowns, we might think that the impact of COVID-19 is coming to an end. This would be wrong. We are in a COVID decade: the social, economic and cultural effects of the pandemic will cast a long shadow into the future – perhaps longer than a decade – and the sooner we begin to understand, the better placed we will be to address them. There are of course many impacts which flowed from lockdowns, including not being able to see family and friends, travel or take part in leisure activities. These should ease quickly as lockdown comes to an end. But there are a set of deeper impacts on health and wellbeing, communities and cohesion, and skills, employment and the economy which will have profound effects upon the UK for many years to come. In sum, the pandemic has exacerbated existing inequalities and differences and created new ones, as well as exposing critical societal needs and strengths. These can emerge differently across places, and along different time courses, for individuals, communities, regions, nations and the UK as a whole. We organised the evidence into three areas of societal effect. As we gathered evidence in these three areas, we continually assessed it according to five cross-cutting themes – governance, inequalities, cohesion, trust and sustainability – which the reader will find reflected across the chapters. Throughout the process of collating and assessing the evidence, the dimensions of place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term) played a significant role in assessing the nature of the societal impacts and how they might play out, altering their long-term effects.
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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.
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In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence review – in our companion report, The COVID decade – concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate. From those areas of impact we identified a range of policy issues for consideration by actors across society, about how to respond to these social, economic and cultural challenges beyond the immediate short-term crisis. The challenges are interconnected and require a systemic approach – one that also takes account of dimensions such as place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term). History indicates that times of upheaval – such as the pandemic – can be opportunities to reshape society, but that this requires vision and for key decisionmakers to work together. We find that in many places there is a need to start afresh, with a more systemic view, and where we should freely consider whether we might organise life differently in the future. In order to consider how to look to the future and shape the COVID decade, we suggest seven strategic goals for policymakers to pursue: build multi-level governance; improve knowledge, data and information linkage and sharing; prioritise digital infrastructure; reimagine urban spaces; create an agile education and training system; strengthen community-led social infrastructure; and promote a shared social purpose. These strategic goals are based on our evidence review and our analysis of the nine areas of long-term societal impact identified. We provide a range of illustrative policy opportunities for consideration in each of these areas in the report that follows.
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Exploring the Prospects of Using 3D Printing Technology in the South African Human Settlements. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0074.
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South Africa is a country with significant socio-economic development challenges, with the majority of South Africans having limited or non-existent access to basic infrastructure, services, housing and socio-economic opportunities etc. The urban housing backlog currently exceeds 2.4 million houses, with many families living in informal settlements. The Breaking New Grounds Policy, 2014 for the creation of sustainable human settlements, acknowledges the challenges facing human settlements, such as, decreasing human settlements grants allocation, increasing housing backlog, mushrooming of informal settlements and urbanisation. The White Paper on Science, Technology and Innovation (STI), 2019 notes that South Africa has not yet fully benefited from the potential of STI in addressing the socio-economic challenges and seeks to support the circular economy principles which entail a systematic change of moving to a zero or low waste resource-efficient society. Further to this, the Science and Technology Roadmap’s intention is to unlock the potential of South Africa’s human settlements for a decent standard of living through the smart uptake of science, technology and innovation. One such novel technology is the Three-Dimensional (3D) printing technology, which has produced numerous incredible structures around the world. 3D printing is a computer-controlled industrial manufacturing process which encompasses additive means of production to create 3D shapes. The effects of such a technology have a potential to change the world we live in and could subsequently pave the roadmap to improve on housing delivery and reduce the negative effects of conventional construction methods on the environment. To this end, the Academy of Science of South Africa (ASSAf), in partnership with the Department of Science and Innovation (DSI) and the University of Johannesburg (UJ) hosted the second virtual IID seminar titled: Exploring the Prospects of Using 3D Printing Technology in the South African Human Settlements, on 01 March 2021 to explore the potential use of 3D printing technology in human settlements. The webinar presented preliminary findings from a study conducted by UJ, addressing the following topics: 1. The viability of 3D printing technology 2. Cost comparison of 3D printed house to conventional construction 3. Preliminary perceptions on 3D printing of houses Speakers included: Dr Jennifer Mirembe (NDoHS), Dr Jeffrey Mahachi, Mr Refilwe Lediga, Mr Khululekani Ntakana and Dr Luxien Ariyan, all from UJ. There was a unanimous consensus that collaborative efforts from all stakeholders are key to take advantage of this niche technology. @ASSAf_Official; @dsigovza; @go2uj; @The_DHS; #SA 3D_Printing; #3D Print_Housing; #IID