Relevant bibliographies by topics / Pre-service teachers writing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Pre-service teachers writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Pre-service teachers writing"

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Wang, Le, Pengpeng Feng, and Jing Chen. "Pre-Service Teachers' Development of Digital Literacies." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 3 (July 2017): 21–39. http://dx.doi.org/10.4018/ijcallt.2017070102.

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Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies while digital practices in their daily routines cannot necessarily be transformed into digital literacies in the educational setting. Using a case study methodology, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this article identifies the core components and traces the developmental trajectories of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being).
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Kim, Mi Kyong. "Pre-service Teachers’ Reflective Journal Writing on Practicum." Modern English Education 19, no. 2 (May 31, 2018): 30–41. http://dx.doi.org/10.18095/meeso.2018.19.2.04.

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Kustati, Martin, and Hidayat Al-Azmi. "Pre-Service Teachers' Attitude on ELT Research." Research in Social Sciences and Technology 3, no. 2 (May 20, 2018): 1–13. http://dx.doi.org/10.46303/ressat.03.02.1.

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This paper reports on a research determining the attitudes of pre-service EFL teachers’ attitude to research in English language teaching (ELT) in Indonesia. A mixed method was used in this study. A survey questionnaire was completed by 217 (F= 187, M=30) participants who enrolled in the fourth year of undergraduate teacher education. Then, interview was used to identify their problems in conducting the research. The participants acknowledged that they had positive attitudes towards research in ELT. Meanwhile, they had negative views about English department involvement in their research. While there were no significant sex differences in the attitudes to ELT research. The interview findings revealed that there were some factors that made them get difficulties in doing their research. The pedagogical implications of the study for the pre-service teachers include the need to be aware of the significant relationship between attitude and background in research practice and they should be trained formally on conducting and writing ELT research.
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Espinoza, Angie Quintanilla, Steffanie Kloss Medina, and Pedro Salcedo Lagos. "How do Chilean Pre-Service Teachers Correct Errors in Writing?" Revista Brasileira de Linguística Aplicada 18, no. 3 (June 11, 2018): 561–79. http://dx.doi.org/10.1590/1984-6398201812447.

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ABSTRACT Most research on error correction has dealt with feedback strategies used in the classroom and the effect of these strategies on students’ performance. However, not much research has been conducted on pre-service teachers’ actual competence on giving written corrective feedback. With this idea in mind, a study was conducted in order to investigate the way pre-service teachers of English correct students’ errors in writing. For this, the participants were asked to complete an error correction task that required the teacher to mark a student’s opinion essay in the way they would normally do as part of their teaching practices and to answer a questionnaire related to the way they had corrected the task. The results showed that most teachers tend to correct errors comprehensively, rather than selectively, opting for direct rather than indirect feedback strategies.
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Saavedra-Jeldres, Pamela Andrea, and Mónica Campos-Espinoza. "Chilean Pre-Service Teachers’ Perceptions Towards Benefits and Challenges of EFL Writing Portfolios." Profile: Issues in Teachers´ Professional Development 21, no. 2 (July 1, 2019): 79–96. http://dx.doi.org/10.15446/profile.v21n2.73116.

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Although keeping writing portfolios has proved to be a successful strategy in developing writing skills in English as a foreign language, few studies have focused on pre-service teachers at the pre-intermediate level. This study aims to describe pre-service teachers’ perceptions towards portfolio keeping. The sample consisted of 51 first-year students from an initial English language teacher education programme at a university in Southern Chile. A writing portfolio-based class was implemented over a seventeen-week period. Data were collected through an adapted questionnaire and a focus group conducted at the end of term. Results show that pre-service teachers value the strategy; they perceive they have improved their writing and reflection skills. They also draw attention to some challenges to be considered in the planning and implementation phases of the strategy.
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Bright, George W., Margaret Hunsberger, and George D. Labercane. "Electronic Letter Writing Between Children and Pre-Service Teachers:." Computers in the Schools 5, no. 1-2 (October 14, 1988): 285–99. http://dx.doi.org/10.1300/j025v05n01_26.

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Musanti, Sandra I., and Alma D. Rodríguez. "Translanguaging in bilingual teacher preparation: Exploring pre-service bilingual teachers’ academic writing." Bilingual Research Journal 40, no. 1 (January 2, 2017): 38–54. http://dx.doi.org/10.1080/15235882.2016.1276028.

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Haerazi, Haerazi, I. Made Permadi Utama, and Heri Hidayatullah. "Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 07 (May 6, 2020): 58. http://dx.doi.org/10.3991/ijim.v14i07.11900.

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This study was aimed at investigating; (1) the pre-service teachers used the MobApps (WhatsApp, U-Dictionary, and Email) to participate in mobile-assisted language learning (MALL) viewed from the critical thinking ability in the teaching of writing skills and; (2) the effectiveness of the Mobile-assisted language learning (MALL) towards pre-service teachers’ writing skills in relation to critical thinking ability. This study was a mixed method using the concurrent embedded strategy. The researchers involve qualitative strategies and quantitative strategies. Both kinds of data are collected simultaneously. This study was conducted in the English language education departments of FPBS IKIP Mataram, Indonesia. 58 pre-service teachers were involved in this study. The qualitative data were attained from pre-service teachers attending the writing classes using observation sheets. Meanwhile, the quantitative data were gained from experimental design through a nonequivalent control-group design. The groups were evaluated by using a writing test and a critical thinking test. The results showed that the pre-service teachers conducted a discussion of what they have to write. The learning activities are done under several stages. The end of this is that the pre-service teachers are able to create a complete descriptive text. Besides, the use of the MALL model was more effective than non-mobile learning to improve pre-service teachers’ writing skills viewed from critical thinking skills.
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Ryu, Bora. "Pre-service Korean Language Teachers’ Self-perception of Writing and Writing Ability." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 2 (January 31, 2019): 397–417. http://dx.doi.org/10.22251/jlcci.2019.19.2.397.

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Frigillano, Shirley. "Prevalent Academic Cheating Practices Among Pre-Service Teachers." International Journal of English Language Studies 4, no. 7 (July 30, 2021): 05–14. http://dx.doi.org/10.32996/ijels.2021.3.7.2.

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This descriptive study determined the pre-service teachers’ extent of engagement in academic cheating in exams, assignments, and bibliography. The study utilized the validated researcher-made instrument for data gathering. Mean, SD, ANOVA, and Mann Whitney U obtained the quantitative results. Findings revealed that academic cheating was prevalent among the pre-service teachers with high engagement in writing or citing correct bibliography. They claimed ideas as one’s design work, cited sources without reading the complete article, and copying someone’s ideas as a foundation for writing. Pre-service teachers cheated on exams by studying from previous tests and sharing with/copying the answers with/from peers. In terms of assignment, they worked with others on an individual project, received help on an individual assignment without the instructor’s permission, and watched the film/video version - rather than reading the assigned book. Pre-service teachers from secondary and elementary levels significantly varied in their extent of academic cheating engagement in writing or citing bibliographies, and they manifested a similar extent of engagement in academic cheating in exams and assignments. Pre-service teachers, who specialize in English, Filipino, Math, and Social Studies, significantly differed in their extent of engagement in academic cheating. Low regard for school rules and policies, lack of self-study, increased use of electronic media, and the concept that everyone does it may have influenced these academic misconducts. Academic cheating as an unethical behavior needs to be explained among the pre-service teachers being the future model educators. Strict rules and policies need to be implemented to keep up academic integrity in the learning institution.
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Dissertations / Theses on the topic "Pre-service teachers writing"

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Juarez, Lucinda Marie. "Transforming literacy instruction| Exploring pre-service teachers' integration of tablet technology in reading, comprehension, and writing." Thesis, Texas A&M University - Corpus Christi, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619985.

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The purpose of the study was to explore pre-service teachers' integration of tablet technology in reading, comprehension and writing instruction. As global technological use continues to soar, a large absence in the availability of tablet technology in the public schools continues, and reflects a glaring disparity between the technological uses inside and outside of education.

Within a qualitative paradigm, two theoretical frameworks guided this study -- phenomenology and transformative learning (TL) theory. The researcher conducted three sets of interviews of 14 pre-service teachers. This study was guided by four research questions regarding pre-service teachers' descriptions of using technology integration in delivering reading, comprehension, and writing instruction using tutorials. The study explored the extent to which pre-service teachers employed tablet technology during learning activities. Data collected included an interview of the interpretive researcher, tutoring lesson plans, cadre conferencing blogs, and final case study reflections. Data was analyzed using Saldana's (2013) holistic coding methods and Giorgi's (1994) four-step analysis process.

From the four research questions, ten essential themes emerged from pre-service teachers' lived experiences of integration of tablet technology: (a) generational learning shift, (b) cognitive disassociation with learning, (c) paradox of gaming, (d) technological disinclination, (e) critical thinking and problem solving, (f) self-generated learning, (g) collective brain and partnership, (h) collaborative creativity, (i) reluctance in integration of technology with writing, and (j) academic and recreational convenience. These themes revealed both positive shifts in the processing of innovative technology and literacy instruction, and challenges that must be overcome if pre-service teachers are to help students reach their full potential in the 21st century. An analysis of transformative learning theory (Mezirow, 1978, 1991, 2000), revealed five pre-service teachers who experienced the ten stages while another nine who experienced partial transformative learning stages.

The findings have implications for the restructuring of teacher education programs. Pre-service teachers require continued increases of their technological, pedagogical and content knowledge (TPACK), as well as greater development of their writing skills. An increase in the transformation of pre-service teachers' skillsets and mindsets can be facilitated with explicit technological integration of literacy instruction to prepare them to improve student learning outcomes.

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Ishii, Drew K. "Developing a model of communication for pre-service elementary teachers' written mathematical explanations." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118788162.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 169 p.; also includes graphics. Includes bibliographical references (p. 161-169). Available online via OhioLINK's ETD Center
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Balikci, Gozde. "Taking A Critical Step On The Way To Critical Reading: Investigation Into Critical Reading Discourse Of Freshman Fle Students In An Advanced Reading And Writing Course." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614457/index.pdf.

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This case study is conducted in order to observe and investigate the critical reading discourse of twenty seven freshman pre service teachers of English at the department of foreign language teaching at METU. In addition, it attempts to answer the question how the critical reading discourse of the students&rsquo
are shaped through feedback, instruction and time. The extensive data (both written and audio-visual data) is collected in the Advanced Reading and Writing I and II courses which are offered to the first year students at the FLE department. The results of the analysis of the data indicate that the critical reading discourse of the freshman pre-service teachers of English at METU involves interpretive, evaluative and responsive discourse. Evaluative discourse is found to be limited in students&rsquo
written work and discussions when compared to interpretive and responsive discourse. The students also usually tend to evaluate the content of the texts rather than form of them. It is also found that instruction on academic writing foster critical thinking but it is not sufficient to encourage critical reading.
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Dadurka, David T. "Metaphoric Competence as a Means to Meta-Cognitive Awareness in First-Year Composition." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5178.

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A growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students' as well as their instructors' assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students' end-of-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author's texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.
ID: 031001446; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 129-135).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition
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Treviño, Marlea. "Laying the foundation for successful non-academic writing: Professional communication principles in the K-5 curricula of the McKinney Independent School District." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12206/.

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Traditionally, K-5 students' writing has had a primarily academic aim-to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice-over the long period of time mastery requires-the non-academic writing skills they will be required to use as part of their jobs and in their civic life. Based on a limited K-5 study, Texas' McKinney Independent School District is doing a good job of preparing students at the elementary-school level in the areas of collaboration and presentation. A fair job of helping elementary-school students understand the communication situation, define audience, clarify purpose, gather and evaluate resources, and test usability. [And] a poor job of helping elementary-school students with analysis and organization. With their teachers' help, K-5 students eventually grasp the communication situation and can broadly identify their audience and purpose, but they do not appear to select words, format, communication style, or design based on that audience and purpose. Their writer-based focus affects their presentations as well, although they do present frequently. If teachers routinely incorporated audience and purpose considerations into every aspect of communication assignments (format, communication style, design), students would be better prepared for non-academic communication. Texas pre-service teachers practice the types of documents they will write on the job but do not receive training in design or style. Likewise, they practice researching, collaborating, and presenting but receive little training in those skills. If Texas K-5 teachers are to supplement the curriculum with professional writing principles, as trends suggest they should, education programs need to focus on these principles in their pre-service teacher curriculum. Professional writing principles need to become part of ingrained writing patterns because these are the skills that will best serve students after they graduate, both in their careers and civic lives. Understanding how to tailor communication for audience and purpose; how to effectively collaborate; how to select, evaluate, analyze, and organize information efficiently and productively; and how to format presentations effectively requires practice over a long period of time.
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"Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53602.

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abstract: This mixed methods study explores the work of five small writing communities formed within a university-based preservice English language arts writing methods course. Fifteen preservice English language arts teachers took part in the study and participated across five peer writing groups. The study shares the instructional design of the course as well as the writing activities and practices that took place within the groups over the course of one 15-week semester. The study draws on Wenger’s (1998, 2009) theory of communities of practice as well as activity theory (Engeström,1999, 2001; Russell, 1997) to understand the social supports, practices, and learning activities that assisted these preservice teachers as writers and as teachers of writing. The qualitative data included writing surveys, writing samples, and participant interviews as well as pre and post writing self-efficacy surveys as quantitative data. This study documents the affordances and constraints of peer writing groups in methods courses for preservice English language arts teachers and how these groups may influence their identities and practices as writers and as teachers of writing. These findings provide insight into ways we might strengthen the preparation of English language arts preservice teachers as teachers of writing and build communities of practice within preservice training courses and programs.
Dissertation/Thesis
Doctoral Dissertation English 2019
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"Informed Teaching Through Design and Reflection: Pre-Service Teachers' Multimodal Writing History Memoirs." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.57024.

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abstract: While the literacy narrative genre has been studied in first-year composition and methods of teaching courses, investigations of the literacy narrative as a multimodal project for pre-service teachers (PSTs) of English Language Arts remain scarce. This research shares a qualitative classroom-based case study that focuses on a literacy narrative project, redesigned as a Multimodal Writing History Memoir (see Appendix 1), the first assignment in a required writing methods course in a teacher training program for English Language Arts (ELA) teachers at a large public university in the southwest. The study took place during the fall semester of 2019 with 15 ELA undergraduate pre-service English Education or Secondary Education majors. The study described here examined the implementation and outcomes of the multimodal writing history memoir with goals of better understanding how ELA PSTs design and compose multimodally, of understanding the topics and content they included in their memoirs, to discover how this project reflected PSTs’ ideas about teaching writing in their future classrooms. The memoir project invited pre-service teachers to infuse written, audio, and visual text while making use of at least four different mediums of their choice. Through combined theoretical frames, I explored semiotics, as well as pre-service teachers’ use of multiliteracies as they examined their conceptions of what it means to compose. In this qualitative analysis, I collected students’ memoirs and writing samples associated with the assignment, a demographics survey, and individual mid-semester interviews. The writing activities associated with the memoir included a series of quick writes (Kittle, 2009), responses to questions about writing and teachers’ responsibilities when it comes to teaching composition, and letters students wrote to one another during a peer review workshop. Additionally, my final data source included the handwritten notes I took during the presentations students gave to share their memoirs. Some discoveries I made center on the nuanced impact of acts of personal writing for PSTs, some of the specific teaching strategies and areas of teaching focus participants relayed, and specifically, how participants worked with and thought about teaching multimodal composition.
Dissertation/Thesis
Doctoral Dissertation English 2020
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"The writing proficiency of pre-service EFL teachers and their judgments of student writing: an exploratory study in mainland China." 2013. http://library.cuhk.edu.hk/record=b5884335.

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Liu, Li.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 223-236).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese; appendixes includes Chinese.
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Books on the topic "Pre-service teachers writing"

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Writing a Work Sample: A Step-by-step Guide for Pre-service and Inservice Teachers. Thomson Learning, 2001.

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Book chapters on the topic "Pre-service teachers writing"

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Larsen, Ditlev. "Pre-service Teacher Preparation for L2 Writing: Perspectives of In-service Elementary ESL Teachers." In Second Language Writing in Elementary Classrooms, 172–90. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137530981_10.

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Salski, Łukasz, and Weronika Szubko-Sitarek. "BA Thesis Writing Process and Pre-service Teachers’ Beliefs on Teaching Writing." In Second Language Learning and Teaching, 123–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30373-4_8.

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Akbaş, Erdem, and Kenan Dikilitaş. "Developing Critical Reflection Practices via Reflective Writing for Pre-service Language Teachers." In Inquiry and Research Skills for Language Teachers, 125–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21137-0_7.

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Ivars, Pedro, and Ceneida Fernández. "The Role of Writing Narratives in Developing Pre-service Elementary Teachers’ Noticing." In ICME-13 Monographs, 245–59. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68342-3_17.

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Dikilitaş, Kenan, and Ali Bostancıoğlu. "Correction to: Developing Critical Reflection Practices via Reflective Writing for Pre-service Language Teachers." In Inquiry and Research Skills for Language Teachers, C1. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-21137-0_9.

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Özbilgin-Gezgin, Alev, and Betil Eröz. "10. Opportunities and Resources for Pre-service English Teachers to Teach Writing: The Case of Northern Cyprus." In Second Language Writing Instruction in Global Contexts, edited by Lisya Seloni and Sarah Henderson Lee, 195–221. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925877-014.

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Yi, Yuhe, Xiaoxu Lu, and Jing Leng. "Exploring the Development of Reflection Among Pre-service Teachers in Online Collaborative Writing: An Epistemic Network Analysis." In Communications in Computer and Information Science, 257–66. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33232-7_22.

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Tseng, Ming-i. Lydia. "Exploring Pre-service EFL Teachers’ Learning of Reflective Writing from a Multimodal Composing Perspective: From Inter-semiotic Complementarity to the Learning Transfer of Genre Knowledge." In Multimodal Composing in K-16 ESL and EFL Education, 125–44. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0530-7_8.

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"ESOL Teachers as Writing Teachers: From the Voices of High School Pre-Service Teachers." In L2 Writing in Secondary Classrooms, 147–62. Routledge, 2013. http://dx.doi.org/10.4324/9780203082669-18.

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Plakhotnik, Maria Sergeevna, and Ekaterina Alexandrovna Ershova. "Developing Academic Writing Skills of In-Service and Pre-Service Teachers." In Handbook of Research on Teacher Education and Professional Development, 238–57. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch013.

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This chapter reports on services created and implemented by a writing center in a large public university in the USA to assist to pre-service teachers and in-service teachers with academic writing as professional development activities while they are pursuing their degrees. Academic writing is a style of written communication that has become acceptable in institutions of higher education (Craswell, 2005). The services include: 1) a series of workshops to teach the requirements of the Publication Manual of the American Psychological Association (American Psychological Association [APA], 2010), 2) a series of workshops around conceptualizing a research project and submitting a paper to a conference, 3) writing support circles, and 4) individual consultations. The chapter provides a description of each of this service, including the purpose and the design, highlights outcomes of these professional development services, and discusses challenges in its design and implementation.
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Conference papers on the topic "Pre-service teachers writing"

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Küster, María, Anna Devís Arbona, and Ángela Gómez López. "PRE-SERVICE TEACHERS’ DIFFICULTIES IN TWO WRITING ACADEMIC TASKS IN EFL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0146.

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Sinaga, Parlindungan. "Factors influencing pre-service physics teachers’ skills of writing teaching materials." In PROCEEDINGS OF INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2015). AIP Publishing LLC, 2016. http://dx.doi.org/10.1063/1.4941184.

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Sunggingwati, Dyah. "Writing anxiety and its causes of pre-service teachers in an EFL context: Preliminary study." In 2017 International Conference on Education and Technology (2017 ICEduTech). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icedutech-17.2018.7.

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Rojas Rojas, Sandra Patricia, Catherine Flores Gómez, and Carol Joglar. "PRE-SERVICE SCIENCE TEACHERS’ BELIEFS REGARDING DISCIPLINARY ACADEMIC WRITING: COMPARISON BETWEEN FOURTH-YEAR AND SECOND-YEAR STUDENTS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1608.

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Irnidayanti, Yulia, and Hakan Kurth. "Cognitive structure of pre-service biology teachers, the State University of Jakarta on circulatory system concepts using free word - Association test and the drawing-writing technique." In THE 9TH INTERNATIONAL CONFERENCE ON GLOBAL RESOURCE CONSERVATION (ICGRC) AND AJI FROM RITSUMEIKAN UNIVERSITY. Author(s), 2018. http://dx.doi.org/10.1063/1.5061861.

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