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Journal articles on the topic 'Thematic development'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Sari, Eka Dyah Puspita, and Mia Fitria Agustina. "Thematic Development in Students’ Argumentative Essay." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 166–74. http://dx.doi.org/10.24256/ideas.v10i1.2563.

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In writing argumentative essay, the writer should mind complete parts of the essay and other linguistic elements. The two important linguistic elements are theme and rheme. Since theme and rheme are crucial in clause structure, thematic development is regarded important in the development of text. There are three patterns of thematic development proposed by Eggins, i.e., theme reiteration, zig-zag pattern, and multiple-theme pattern. This research states its objective as to analyze the thematic development occurred in students’ argumentative essay. The occurrence of thematic development is analyzed and elaborated into the finding and discussion. This research is a qualitative research. There are 13 essays written by students. The essays are chosen randomly to maintain the objectiveness of the analysis. Those essays consist of 323 clauses. They are analyzed based on the concept of thematic development proposed by Eggins. The analysis of thematic development of the clauses shows that theme reiteration emerges as the most preferable thematic development pattern. It can be seen that 217 clauses (67,2%) in students’ essay are in forms of theme reiteration. 84 clauses (26,0%) of the essay apply zig-zag pattern in thematic development. Multiple-theme pattern comes as the least preferred thematic development pattern. It only comes up in 22 clauses (6,8%) out of 323 clauses. It can be concluded that students understand the way to develop their essays by implementing combination of thematic development. It marks a successful phase of students’ writing skill. Nevertheless, students need writing practice intensively to make their writing skill grow better.

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2

Eĭvas, L. F. "STYLISH DEVELOPMENT OF EUROPEAN THEMATIC KOVROTKACHESTVA." Educational Dimension 10 (May 27, 2022): 117–26. http://dx.doi.org/10.31812/educdim.5792.

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The history o f occurrence and development of weaving of thematic carpets - Gobelin tapestries is examined, stile changes in technics and technologies of weaving, a choice of plots and means of expressiveness are analyzed.

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3

Williams, Rocky. "Defence and development: Some thematic issues." Development Southern Africa 18, no. 1 (March 2001): 57–77. http://dx.doi.org/10.1080/03768350120045321.

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Mironowicz, Izabela. "AESOP's Thematic Groups." disP - The Planning Review 50, no. 1 (January 2, 2014): 58. http://dx.doi.org/10.1080/02513625.2014.927130.

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Sun, Lichun, and David H. Coy. "Editorial (Thematic Issue: GPCR-Targeted Drug Development)." Current Drug Targets 17, no. 5 (March 3, 2016): 486–87. http://dx.doi.org/10.2174/138945011705160303154500.

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6

Barrentine, Shelby J. "Facilitating preservice students’ development of thematic units." Teacher Educator 34, no. 4 (March 1999): 276–90. http://dx.doi.org/10.1080/08878739909555207.

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Veltmeyer, Henry. "Introduction: Migration and Development: A Thematic Focus." Canadian Journal of Development Studies/Revue canadienne d'études du développement 25, no. 4 (January 2004): 548–50. http://dx.doi.org/10.1080/02255189.2004.9669000.

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8

Berlyant, A. M., and V. S. Tikunov. "AUTOMATION IN THEMATIC CARTOGRAPHY." Mapping Sciences and Remote Sensing 22, no. 3 (July 1985): 233–37. http://dx.doi.org/10.1080/07493878.1985.10641593.

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9

McBRIDE, THERESA. "THEMATIC REVIEWS." Gender & History 1, no. 2 (June 1989): 213–18. http://dx.doi.org/10.1111/j.1468-0424.1989.tb00250.x.

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LEVINE, PHILIPPA. "THEMATIC REVIEWS." Gender & History 1, no. 3 (September 1989): 335–41. http://dx.doi.org/10.1111/j.1468-0424.1989.tb00262.x.

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KENT, SUSAN KINGSLEY. "THEMATIC REVIEW." Gender & History 4, no. 2 (June 1992): 248–55. http://dx.doi.org/10.1111/j.1468-0424.1992.tb00059.x.

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TWELLS, ALISON. "THEMATIC REVIEWS." Gender & History 8, no. 3 (November 1996): 458–62. http://dx.doi.org/10.1111/j.1468-0424.1996.tb00068.x.

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13

Siahaan, Hiace Vega Fernando, Eddy Setia, Amrin Saragih, and Ridwan Hanafiah. "Thematic Development Analysis on Sunday Sermon Texts in Batak Christian Protestant Church." World Journal of English Language 12, no. 6 (July 29, 2022): 220. http://dx.doi.org/10.5430/wjel.v12n6p220.

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This research article investigates thematic development used on Sunday sermon texts in Batak Christian Protestant Church that were delivered by the preachers. Based on systemic functional linguistics with the framework of textual function, this research article focus on analysing how the thematic development constructed and construed on Sunday sermon texts. In addition, this research article looks and discusses how the preachers used and adapted the thematic development in delivering the Sunday sermon texts. This study was a descriptive qualitative. Model interactive data analysis was used in analysing the data. There were seventeen texts of Sunday sermon texts that were analyzed in this research article. The findings of this research article showed that only five patterns of thematic developments that were found from eight patterns of thematic development. This research article highlights how the usage of thematic development in delivering the Sunday sermon texts. It is also recommended that another preachers use thematic development in delivering their sermon to the congregation in understanding the sermon they delivered.

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Shevchenko, Viktoriya, and Nataliia Malysh. "Thematic direction of travel media." Obraz 33, no. 1 (2020): 6–20. http://dx.doi.org/10.21272/obraz.2020.1(33)-6-20.

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The article categorizes travel media, describes their features, outlines the tools of communication of media resources related to tourism development, and substantiates the impact of travel journalism on the cultural development of the nation. The purpose of the article is to classify travel media and identify thematic, trends in the formation and development of tourism journalism in Ukraine. Thematic blocks of travel media that influence the formation of cultural consciousness of Ukrainian citizens with the use of content analysis and statistical research methods are identified. The analysis of more than 50 Ukrainian tourist media made it possible to distinguish the following topics: country studies, tips, lifestyle, art, nature and ecology, iconic figures, tourist infrastructure, marketing and trends, tourism development.

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15

., Nuraida, Fasli Jalal, and Rusmono . "Development of Thematic Instructional Models Problem-Solving based Morals Integrated for Early Childhood." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 386–91. http://dx.doi.org/10.9756/int-jecse/v14i1.221047.

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This study aims to develop an instructional model problem-solving based that integrated with morals. The method used modification between the Borg and Gall research model and Dick and Carey Instructional Design with four stages of development steps. The first stage is a preliminary study in the form of needs analysis, (2) the second stage is the planning stage of instructional model development, (3). The third stage is trial, expert evaluation and product revision, and (the fourth stage of model implementation. Participants in the study were 90 students. The finding of this study is that using a problem solving-based instructional model thematic can develop morals in early childhood. At the same time, the novelty is that the problem-solving strategy integrated moral development.

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16

Gualini, Enrico. "AESOP Thematic Groups: Planning/Conflict." disP - The Planning Review 51, no. 4 (October 2, 2015): 104–6. http://dx.doi.org/10.1080/02513625.2015.1140447.

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17

Divenyi, Pal, and Bela Markus. "THEMATIC RELIEF MAPPING BY COMPUTER." Mapping Sciences and Remote Sensing 22, no. 1 (January 1985): 53–62. http://dx.doi.org/10.1080/07493878.1985.10641574.

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18

Kelly, Katherine P., Kathleen A. Knafl, Susan Keller, and Pamela S. Hinds. "Thematic expansion: A new strategy for theory development." Western Journal of Nursing Research 43, no. 10 (February 3, 2021): 962–71. http://dx.doi.org/10.1177/0193945920984795.

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We developed and applied metasynthesis methods to expand previously reported thematic descriptions of parents’ internal definition of “being a good parent to my seriously ill child” as part of a larger study to examine parenting of children with serious illness. Our systematic approach included: literature search, purposeful selection of grounded theories regarding parenting a seriously ill child, study summaries, mapping evidence of good parent themes onto structural elements of grounded theory, cross-study comparisons, and theoretical memoing to summarize analytic insights. Twenty-five grounded theory studies from 32 reviewed reports reflected multiple conditions (n=5), countries (n=10) and family members (n=386 families). We report a worked example of the processes used to extend the original good parent themes and detail our processes through one good parent theme. The methods we describe are a promising approach to extend thematic analysis findings and advance thematic expansions toward development of more formal theoretical syntheses.

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19

Khokhar, Sameena, Habibullah Pathan, Arsalan Raheem, and Abdul Malik Abbasi. "Theory Development in Thematic Analysis: Procedure and Practice." Review of Applied Management and Social Sciences 3, no. 3 (December 31, 2020): 423–33. http://dx.doi.org/10.47067/ramss.v3i3.79.

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Thematic analysis has widely been used in qualitative data analysis for theory development. This paper illustrates step-by-step procedure of qualitative data analysis through thematic analysis. Thematic analysis was performed on ten in-depth interviews which were transcribed for analysis. Coding in qualitative research is a systematic process through which the collected data were condensed into smaller analyzable units, called as codes, which were further categorized and developed into themes. Coding process eventually helped researchers to build a general theoretical concept about the qualitative evidence. Major themes that emerged in this analysis include (i) the management issues and (ii) employees’ apprehensions. Findings were interpreted and their implications were discussed in detail in the section of conclusion.

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20

Zulaiha, Eni, Anindita Ahadah, and Andi Malaka. "Historical Development of Thematic Interpretation of al-Qur’an." Jurnal Iman dan Spiritualitas 1, no. 3 (July 19, 2021): 311–16. http://dx.doi.org/10.15575/jis.v1i3.13090.

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The discussion on the definition of thematic (maudu’i) interpretation or what is commonly called thematic interpretation is a product of interpretation that solves every existing problem. The periodization of the development of maudu’i interpretation is also an important thing that must be known and understood both among the academics of the interpretation of science and the general public. Especially among commentators, because by knowing the periodization, academics can find out the characteristics of the interpretation. There are still few articles that discuss the periodicity of maudu’i interpretations; therefore in this article, the author will discuss the development of maudu’i interpretations from time to time, where the forerunner of Maudu’i interpretations has existed since the time of the prophet. Still, Maudu’i interpretations that have been neatly arranged as new methodologies have been formed recently. Among the periods to be discussed are: Prophet Muhammad's Period, Classical/Mutaqaddimin Period (1-2 H / 6-7 AD), Medieval Period (3-9H/9-15M), and Modern-Contemporary Period (12th Century AD). 14H / 18-21 AD). What makes the difference in the development of maudu’i interpretation of the four phases is the methodology. More recently the science of interpretation is also growing, including maudu’i interpretation.

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21

Jalilifar, Alireza. "Thematic Development in English and Translated Academic Texts." Journal of Universal Language 10, no. 1 (March 31, 2009): 81–111. http://dx.doi.org/10.22425/jul.2009.10.1.81.

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22

Protopopova, E. E. "Thematic website: Development methods, structure and essential services." Scientific and Technical Libraries, no. 4 (June 28, 2021): 141–48. http://dx.doi.org/10.33186/1027-3689-2021-4-141-148.

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The author discussed the technology of building the library’s website devoted to local heritage based on practical experience. The essential features and relevant presentation formats (longread, storytelling) are described. The detailed set of structural elements and key services to be introduced to the webmaster as a requirements specification are formulated. Specific Internetmarketing instruments promote the web content. Based on the proposed technology, libraries will be able to draw up relevant requirements specifications for any type of cultural institution (e. g. library, museum, etc.), to include every service or element of external and internal system design essential for the institution’s mission. The requirements to website coding and content (information relevance and verification, multimediality, new forms of text presentation) are included. The tabulated services and structural elements of thematic websites will enable to formulate requirements to webmaster intelligently.

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23

Manoli, Vasiliki, and Ioannis Triantafyllou. "Personal photograph collections ontology development through thematic tags." Journal of Integrated Information Management 3, no. 1 (July 18, 2018): 30–37. http://dx.doi.org/10.18780/jiim.v3i1.4275.

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Purpose- The number and the variety of photos have grown to a great extent as they can be created anytime, everywhere and spontaneously. Searching for a particular photo file has become a boring, repetitive and tedious activity. The application of an ontology to express the user profile characteristics relation with the narrative, spatial, time and other types of information of the collected photos becomes imperative.Design/methodology/approach -The work presented in our article includes the development of a personal photograph collections ontology (MyOntoPhotos) specialising in documenting the metadata of the topics that end-users prefer mostly to capture with their devices. An extensive survey, among 650 participants, was conducted with the use of an online questionnaire comprised of semi-closed questions, following the Likert scale and the scale category grading.Findings -The ontology created was based on the results of an extensive survey aiming to identify thematic areas of interest, apart from spatial and temporal information, as other similar efforts did in the past. It is mentionable that the survey results proved the majority of the responders selected 22 thematic tags.Originality/value - Based on the research findings an innovative concept for a mobile application is presented, focusing on enhancing end-users photo collections organizing and retrieval functions.

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24

Skerrett, Karen. "Women's Development in the Family: A Thematic View." Journal of Feminist Family Therapy 9, no. 4 (February 2, 1998): 15–42. http://dx.doi.org/10.1300/j086v09n04_02.

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25

Rahayu, Sri, Arief Rahman Hakim, Palupi Dwi Yuliana, and Iskandar Ladamay. "Integrated Thematic Oriented “Pop Up Book” Development on Thematic Learning for Lower Grade Elementary School." International Journal of Elementary Education 5, no. 4 (November 11, 2021): 666. http://dx.doi.org/10.23887/ijee.v5i4.41096.

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The lack of use of learning media, especially in thematic learning, causes students to experience difficulties in learning. The need for learning media development in thematic learning to facilitate students in learning. This study aims to develop Pop-Up Book media and find the location and practicality of Pop-Up Book learning media based on integrative thematic learning on Theme 8 Safety at Home and Travel. This type of research is development. The research method used is the ADDIE model. This study consisted of expert validators of learning media, content expert validators, class teachers, and students. The data collection instruments used in this study were questionnaires and expert judgment. The data used in this study is a feasibility analysis and practicality analysis. The data analysis technique used is descriptive qualitative and quantitative analysis. The study results indicate that this learning media has gone through systematic stages of development research. Based on the validation of material experts, media experts, practitioners, and students, the Pop-Up Book's quality was very good. The Pop-Up Book learning media development is feasible, practical, and attractive to be used as a learning medium in Class 2 thematic learning. The Pop-Up Book media can facilitate students in learning so that it impacts increasing student learning outcomes.

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Kupavtsev, Anatoliy V. "Thematic Clusters in Education." Higher Education in Russia 27, no. 11 (December 21, 2018): 85–89. http://dx.doi.org/10.31992/0869-3617-2018-27-11-85-89.

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The urgent tasks of the national economy modernization and the need in human resources able and ready for creative work and innovations led to the development of a new educational technology in higher school. Training assignments and exercises are being replaced by selfdirected thinking efforts aimed at understanding of scientific generalizations and professional skills mastering. A modular approach to course design together with competence approach laid down the foundations for a new educational technology of professional education. The paper asserts that modular learning creates a new informal style of communication between students and teachers, which is based on teamwork in specialized educational, engineering centres and labs. Cluster technology combines theory and work experience, reveals features and specifics of subjects. Courses should be practice-oriented, and cluster tasks should be multivariant. Special attention should be paid to control questions. On the whole, cluster learning provides favourable conditions for the development of students’ creative abilities and creative thinking.

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27

Freeman, Carole Cook, and Harris J. Sokoloff. "Theory of Thematic Curricula." education policy analysis archives 3 (September 15, 1995): 14. http://dx.doi.org/10.14507/epaa.v3n14.1995.

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A theory of thematic curriculum emerged during the development of a unit on pets, entitled Pets & Me. The unit was designed through a school/university partnership for children pre-school to grade 5. Analysis of data collected during the unit's development and field tests supports a dynamic view of curriculum that challenges policy makers to rethink policies that begin from a view of curriculum as a static list of "facts" to be learned or "topics" to be mastered. Reflection on the project led to the differentiation of three distinct constructs: (1) facts and information, (2) topics, and (3) themes. Each of these three constructs plays a different role in children's learning. Facts focus on basic information and narrowly defined ideas understood as discrete items. Topics provide a context for facts and information, and present a way of organizing discrete bits of information into classes of experience recognizable by scholars within traditional disciplines. Themes defined as broad existential questions, transcend disciplines, allowing learners to integrate the information and the topic within the full range of human experience. All three are important elements of thematic curriculum. PREFACE

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Mustika Anggraini, Dian, and Muhammad Walid. "DEVELOPING INTERACTIVE FLASH MEDIAFOR THEMATIC LEARNING." Abjadia 1, no. 1 (March 30, 2016): 16. http://dx.doi.org/10.18860/abj.v1i1.3256.

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This research is aimed at portraying the development of interactive flash-media to boost the young learners’ comprehension about the learning theme of energy saving that is inserted in thematic learning. Interactive media are necessary to promote different learning satisfaction for young learners. The need analysis is employed to detect the relevance of learners’ needs and appropriate material for the development of the media. By adapting the development research model by Alessi and Trollip the result of try-out material shows that the product is significantly interactive to boost learners’ comprehension. The average score of post-test is better than the pre-test X2 89.67>X1 76. This interactive flash-media development is, therefore, valid, practical, and effective.

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Zhi, Qiaoming. "EDITORIAL (Thematic Issue: Special Thematic Issuue: Development of Biomarkers in Tumors of Digestive System Part I)." Anti-Cancer Agents in Medicinal Chemistry 16, no. 4 (February 18, 2016): 406. http://dx.doi.org/10.2174/187152061604160218161803.

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30

Fu, Jie. "Editorial (Thematic Issue: New Development in Wastewater Treatment Technology)." Current Environmental Engineering 1, no. 1 (May 31, 2014): 2–3. http://dx.doi.org/10.2174/2212717801999140311123851.

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31

Siswati, Bea Hana, and Rafiantika Megahnia Prihandini. "Development of Thematic E-Comic Based on Augmented Reality." Journal of Digital Educational Technology 2, no. 2 (August 15, 2022): ep2205. http://dx.doi.org/10.30935/jdet/12359.

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32

Mufarrokhah, Lailatul, and Yulia Pramusinta. "Tnd Box Uno Stacko Media Development On Thematic Lessons." Fikroh: Jurnal Pemikiran dan Pendidikan Islam 15, no. 1 (February 21, 2022): 106–19. http://dx.doi.org/10.37812/fikroh.v15i1.383.

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This research on the development of the TND Box Uno Stacko media is based on several things including (1) the lack of use of media to support the thematic learning process (2) lack of interest in learning, and students' learning motivation. In overcoming these problems, it is necessary to develop media in the form of developing TND Box Uno Stacko media. The study was conducted in class IV SDN Tanjung as many as 20 students. This research was conducted based on several objectives, namely (1) producing a product in the form of TND Box Uno Stacko media for fourth-grade students at SDN Tanjung, (2) knowing the level of attractiveness of the TND Box Uno Stacko media. This study uses the ADDIE development model. The results of the TND Box Uno Stacko validation are 98.6 media experts with very valid categories, 91.6 linguists (very valid) validation results, 87 material expert validation results (very valid), 91.9 user expert validation results (very valid). Field test results show the attractiveness rate reaches 99% (very interesting). So it was concluded that the TND Box Uno Stacko media was proven to be valid and interesting for fourth graders at SDN Tanjung.

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Ostrovskaya, G. "THEMATIC DEVELOPMENT AND EARLY DRAMATURGY BY D. D. SHOSTAKOVICH." National Association of Scientists 4, no. 73 (November 30, 2021): 06–09. http://dx.doi.org/10.31618/nas.2413-5291.2021.4.73.507.

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The article is devoted to the analysis of the dramatic patterns in the early quartets of D. Shostakovich. The features of the content and form formation in the quartets are determined. The purpose of the study is to determine the specificity of thematic development, which determines the laws of musical drama. The scientific novelty of the research lies in the study of the peculiarities of the organization of the integral structure in quartets on the basis of the intonational unity of the parts, as a manifestation of the essence of D. Shostakovich's chamber style. As a result, it was revealed that the figurative and emotional structure of music in quartets is aimed at embodying a multifaceted image in its development, reflecting the wealth and unity of its internal opposites.

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34

Zheng, Liwei. "Editorial (Thematic Issue: Essentials in Tooth Development and Regeneration)." Current Stem Cell Research & Therapy 10, no. 5 (August 20, 2015): 374. http://dx.doi.org/10.2174/1574888x1005150820111639.

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35

Hammarberg, Thomas. "Part One: Thematic Studies on Human Rights and Development." Human Rights in Development Online 1, no. 1 (1994): 7–25. http://dx.doi.org/10.1163/221160894x00043.

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36

Froehlich, Julia K., Martin Hoegl, and Matthias Weiss. "Thematic Thinking and Individual Performance in Research and Development." Journal of Product Innovation Management 32, no. 6 (July 30, 2014): 939–53. http://dx.doi.org/10.1111/jpim.12210.

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Ravelli, Louise J. "Review of Ghadessy (1995): Thematic Development in English Texts." Functions of Language 5, no. 1 (January 1, 1998): 100–103. http://dx.doi.org/10.1075/fol.5.1.08rav.

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38

Polivanova, K. N., and A. A. Bochaver. "Preface to the thematic issue "Development of children's autonomy"." Психологическая наука и образование 27, no. 3 (2022): 4–5. http://dx.doi.org/10.17759/pse.20222703.

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Karlina, Yulia, Rochmiyati Rochmiyati, and Dwi Yulianti. "OUTDOOR LEARNING-BASED THEMATIC LEARNING." Jurnal Ilmiah Teunuleh 2, no. 2 (June 28, 2021): 347–57. http://dx.doi.org/10.51612/teunuleh.v2i2.53.

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This research is a research on developing a test instrument for higher-order thinking skills based on outdoor learning for fifth grade elementary school students. This study aims to 1) develop a test instrument for higher order thinking skills based on outdoor learning in elementary schools; 2) validate the test instrument through expert validation and empirical validity. Expert validation is carried out by consulting the product development design with expert lecturers. Empirical validity was carried out using the product moment correlation formula, while the determination of reliability used the Cronbach Alpha formula. The research method uses Design Based Research. The development of this model is carried out in stages 1) identification and problem analysis by researchers and practitioners collaboratively 2) developing solutions based on theoretical benchmarks, existing design principles and technological innovations 3) carrying out an iterative process to test and improve practical solutions 4) reflection to produce design principles and improve implementation of practical solutions. The results of the study are 1) 22 items of higher order thinking skills; 2) validation by experts states that this assessment instrument is suitable for use as an assessment tool, while in empirical validation it is stated that the overall results of the test using the product moment formula of the items have been declared valid. Determination of reliability using Cronbach's alpha formula has a reliability value of 0.935 which is categorized as high reliable. Overall, in this development research, this higher-order thinking ability assessment instrument is valid and reliable as a form of assessment.

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40

Marková, Ivana. "Themata in science and in common sense." Kairos. Journal of Philosophy & Science 19, no. 1 (December 1, 2017): 68–92. http://dx.doi.org/10.1515/kjps-2017-0011.

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AbstractHuman thinking is heterogeneous, and among its different forms, thinking in dyadic oppositions is associated with the concept of themata. Gerald Holton characterises themata as elements that lie beneath the structure and development of physical theories as well as of non-scientific thinking. Themata have different uses, such as a thematic concept, or a thematic component of the concept; a methodological (or epistemological) thema; and a propositional thema. Serge Moscovici has placed the concept of themata in the heart of his theory of social representations which is based on ‘natural thinking’ and on forms of daily knowing, including common sense. In this article I shall explore some features of thematic concepts and of methodological themata in scientific theories and in common sense. More specifically, I shall refer to the significance of the methodological (or epistemological) thema the Self and Other(s) in common-sense thinking and in social practices.

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41

Sefer, Jasmina. "Thematic curriculum approach." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 79–93. http://dx.doi.org/10.2298/zipi0335079s.

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Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum.

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42

Forster, Marc. "“Ethnographic” thematic phenomenography." Journal of Documentation 75, no. 2 (March 6, 2019): 349–65. http://dx.doi.org/10.1108/jd-05-2018-0079.

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Purpose The workplace is a context of increasing interest in information literacy research, if not necessarily the most visible (Cheuk, 2017). Several studies have described contextual, relationship-based experiences of this subjective, knowledge-development focussed phenomenon (Forster, 2017b). What research contexts and methods are likely to be most effective, especially in workplaces which contain professions of widely differing ontologies and epistemological realities? The paper aims to discuss these issues. Design/methodology/approach An analysis and description of the value and validity of a “qualitative mixed methods” approach in which the thematic form of phenomenography is contextualised ethnographically. Findings This paper describes a new research design for investigation into information literacy in the workplace, and discusses key issues around sampling, data collection and analysis, suggesting solutions to predictable problems. Such an approach would be centred on thematic phenomenographic data from semi-structured interviews, contextualised by additional ethnographic methods of data collection. The latter’s findings are analysed in light of the interview data to contextualise that data and facilitate a workplace-wide analysis of information literacy and the information culture it creates. Originality/value Insights from recent research studies into information literacy in the workplace have suggested the possibility of an epistemologically justifiable, qualitative mixed methods design involving an ethnographic contextualisation of a thematic phenomenographic analysis of the information culture of an ontologically varied and complex workplace – with the potential for descriptive contextualisation, categorisation and generalisability.

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Kelly, Richard. "Thematic mapping from satellite imagery: A guidebook." Journal of Rural Studies 11, no. 4 (October 1995): 466–67. http://dx.doi.org/10.1016/0743-0167(95)90043-8.

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Suniyasih, Ni Made, Ni Made Ratminingsih, and I. Gede Budasi. "Development of Multilingual Thematic Picture Dictionary: A Support for Literacy." Jurnal Pendidikan dan Pengajaran 53, no. 3 (September 28, 2020): 236. http://dx.doi.org/10.23887/jpp.v53i3.27508.

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The study aimed at developing a multilingual thematic picture dictionary as a media to support literacy in English language for fifth grade elementary school students in Bali. This study used Design and Development (D&D) model by Richey and Klein (2014). The steps were (1) analysis, (2) design, (3) development, and (4) evaluation. Fifth grade elementary school students and English teachers from rural and urban area were the research subjects. They were chosen through purposeful sampling technique. In analysis, the data were collected through observation, interview, questionnaire, and document analysis. The result of needs analysis found that there is an urgency of developing multilingual thematic picture dictionary. The students needed dictionary while learning English because it helped them in finding the word’s meaning independently and could help them prepare for additional point while participating in teaching learning process content validity judgement showed that the dictionary was highly valid to criteria of a good multilingual thematic picture dictionary. The result showed that the multilingual thematic picture dictionary was categorized as ‘excellent’ media. Thus, it can be used as a media to support fifth grade elementary school students in developing their literacy skills.

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Usol'tseva, L. A., and V. G. Federyakov. "EXPERIENCE IN MULTICOLOR THEMATIC MAPPING BY COMPUTER." Mapping Sciences and Remote Sensing 24, no. 2 (April 1987): 168–71. http://dx.doi.org/10.1080/07493878.1987.10641670.

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Salishchev, K. A. "ON RESTRUCTURING THEMATIC CARTOGRAPHY: TRENDS AND PROBLEMS." Mapping Sciences and Remote Sensing 24, no. 4 (October 1987): 285–91. http://dx.doi.org/10.1080/07493878.1987.10641685.

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Salishchev, K. A. "PROBLEMS AND ACHIEVEMENTS OF SOVIET THEMATIC CARTOGRAPHY." Mapping Sciences and Remote Sensing 25, no. 3 (July 1988): 179–87. http://dx.doi.org/10.1080/07493878.1988.10641715.

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Levintanus, A. Y. "WORLD ATLAS OF THEMATIC MAPS OF DESERTIFICATION." Mapping Sciences and Remote Sensing 30, no. 1 (January 1993): 83–84. http://dx.doi.org/10.1080/07493878.1993.10641922.

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Rini, Amalia Puspha, Nunuk Suryani, and Siti Sutarmi Fadhilah. "Development of Predict Observe Explain (POE)-based Thematic Teaching Materials." Al-Ta lim Journal 25, no. 3 (December 29, 2018): 206–15. http://dx.doi.org/10.15548/jt.v25i3.464.

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The learning process cannot be separated from the use of teaching materials that play a role to achieve the competencies that must be achieved by the learners. The purpose of this research is to identify the developmental stages of Predict Observe Explain (POE)-based thematic teaching materials, quality, and effectiveness of teaching materials to improve the learners' learning outcomes. This is a research and development technique. The development of this product is done through the design model of ADDIE learning system, i.e. (1) analysis, (2) design, (3) development, (4) implementation, (5) and evaluation. The results show that the POE-based thematic teaching materials has excellent quality on aspects of graphics and material with the score 4,52 and score 4,75 respectively from the aspects of readability, linguistic, and presentation according to the learners as the users of the product. Furthermore, the effectiveness test results show that the average class score that does not use POE-based thematic materials is 75,72, whereas that using POE thematic materials is 82,08. Therefore, the average score in the experimental class is higher than the control one. The Sig. shows 0,010 0,05, then H0 is rejected and H1 accepted. It is concluded that there is a significant value difference between the control and experimental class.

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Ririn, Surahmawati Dwi, Reh Bungana Br Perangin-Angin, and R. Mursid. "Development of Multimultural PKN Interactive Learning Multimedia Development in Class IV SD IT NU Tanjung Morawa Academic Year 2018/2019." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 10, 2020): 845–53. http://dx.doi.org/10.33258/birle.v3i2.952.

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The purpose of this study was to determine the feasibility of multicultural-based interactive learning multimedia used in thematic learning at SD IT NU Tanjung Morawa and determine the effectiveness of the use of multicultural-based interactive learning multimedia used in thematic learning at SD IT NU Tanjung Morawa. The subjects of this study were the fourth grade students at SD IT NU Tanjung Morawa in 20118/2019, amounting to 30 people. As the object of this research is learning media, the scale of students' responses to learning media and student learning outcomes tests. The development model that will be used to develop learning media tools in this study is the Thiagarajan model known as the Four-D (Model 4-D). The 4-D model was chosen because it is systematic and appropriate for developing learning tools. The results of the study are multicultural-based interactive learning media that is used in the fourth grade thematic learning at SD IT NU Tanjung Morawa. multicultural-based interactive learning media used in class IV thematic learning at SD IT NU Tanjung Morawa effectively used.

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