and models that constitute perceptible entities or concrete materials  terjemahan - and models that constitute perceptible entities or concrete materials  Bahasa Indonesia Bagaimana mengatakan

and models that constitute percepti

and models that constitute perceptible entities or concrete materials to focus attention on critical and variable attributes of abstract concepts. There is evidence that these methods can enhance the attainment of abstract concepts (Cantu and Herron, 1978; Howe and Durr, 1982; Zeitoun, 1984). Another alternative for dealing with this issue is to design training programmes that promote the development of formal operational reasoning (Lawson, 1985) or foster the application of teaching methods that contribute to the acceleration of the development and the improvement of pupils’ general cognitive abilities (Adey and Shayer, 1994). The same methods facilitate learning as far as the convergent/ divergent thinking is concerned. Since lack of divergent thinking and restricted linguistic skills appear to affect understanding of the particulate nature of matter and the changes of state, assistance to students could be given by methods that eliminate the dominating role of language as much as possible. Research evidence supports the effectiveness of such methods that can enhance the attainment of abstract concepts (e.g., Zeitoun, 1989; Snir et al., 2003; Papageorgiou et al., 2008). Moreover, teachers should be aware of the obstacles originating from field-dependent cognitive style. An organized presentation of teaching material should emphasize less the peripheral information that could act as ‘noise’ for those who are field-dependent, which are often focused on less important features of the phenomena (e.g., bright colors). Effort should be made in order to help students make sense of the material taught, when attending lessons in the classroom or reading their school textbooks, by focusing on central ideas and disembedding only the relevant information (Danili and Reid, 2004). Specifically, when attempting the connection between micro and macro level, the plethora of dimensions involved, such as motion, vacuum, bonding, particulate and collective properties, makes the context complex enough so it is more likely to prevent the field-dependent pupils from processing information effectively. Again, a helpful technique for conveying explicit messages might involve the use of illustration or animation, which controls the misleading information and the effect of field-dependence.
Finally, besides the particular findings elucidating the research questions, the present study demonstrates that methodological advancements, such as SEM modeling are appropriate in assessing and explaining students’ achievements in science teaching research.
Appendix
A description of all the parts and the items of the instrument implemented in this study:
Part 1: (The particulate nature of matter)
The first 3 items (1A, 1B, and 1C) concern the solid state.
1.A. Pupils are asked to choose among five alternatives (see Fig. 4 in the Appendix), the figure that best represents what they think they would ‘‘see’’ if they observed a sugar grain with a hypothetical magnifying glass enabling the view of the grain structure.
1.B. Pupils are asked to explain what they think exists between molecules, in case they chose a figure depicting molecules. Otherwise, they do not have to answer this question.
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and models that constitute perceptible entities or concrete materials to focus attention on critical and variable attributes of abstract concepts. There is evidence that these methods can enhance the attainment of abstract concepts (Cantu and Herron, 1978; Howe and Durr, 1982; Zeitoun, 1984). Another alternative for dealing with this issue is to design training programmes that promote the development of formal operational reasoning (Lawson, 1985) or foster the application of teaching methods that contribute to the acceleration of the development and the improvement of pupils’ general cognitive abilities (Adey and Shayer, 1994). The same methods facilitate learning as far as the convergent/ divergent thinking is concerned. Since lack of divergent thinking and restricted linguistic skills appear to affect understanding of the particulate nature of matter and the changes of state, assistance to students could be given by methods that eliminate the dominating role of language as much as possible. Research evidence supports the effectiveness of such methods that can enhance the attainment of abstract concepts (e.g., Zeitoun, 1989; Snir et al., 2003; Papageorgiou et al., 2008). Moreover, teachers should be aware of the obstacles originating from field-dependent cognitive style. An organized presentation of teaching material should emphasize less the peripheral information that could act as ‘noise’ for those who are field-dependent, which are often focused on less important features of the phenomena (e.g., bright colors). Effort should be made in order to help students make sense of the material taught, when attending lessons in the classroom or reading their school textbooks, by focusing on central ideas and disembedding only the relevant information (Danili and Reid, 2004). Specifically, when attempting the connection between micro and macro level, the plethora of dimensions involved, such as motion, vacuum, bonding, particulate and collective properties, makes the context complex enough so it is more likely to prevent the field-dependent pupils from processing information effectively. Again, a helpful technique for conveying explicit messages might involve the use of illustration or animation, which controls the misleading information and the effect of field-dependence.Finally, besides the particular findings elucidating the research questions, the present study demonstrates that methodological advancements, such as SEM modeling are appropriate in assessing and explaining students’ achievements in science teaching research.AppendixA description of all the parts and the items of the instrument implemented in this study:Part 1: (The particulate nature of matter)The first 3 items (1A, 1B, and 1C) concern the solid state.1.A. Pupils are asked to choose among five alternatives (see Fig. 4 in the Appendix), the figure that best represents what they think they would ‘‘see’’ if they observed a sugar grain with a hypothetical magnifying glass enabling the view of the grain structure.1.B. Pupils are asked to explain what they think exists between molecules, in case they chose a figure depicting molecules. Otherwise, they do not have to answer this question.
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dan model yang merupakan entitas jelas atau bahan beton untuk memusatkan perhatian pada atribut kritis dan variabel konsep-konsep abstrak. Ada bukti bahwa metode ini dapat meningkatkan pencapaian konsep-konsep abstrak (Cantu dan Herron, 1978; Howe dan Durr, 1982; Zeitoun, 1984). Alternatif lain untuk menangani masalah ini adalah untuk merancang program pelatihan yang mempromosikan pengembangan penalaran operasional formal (Lawson, 1985) atau mendorong penerapan metode pengajaran yang berkontribusi terhadap percepatan pembangunan dan peningkatan kemampuan umum kognitif murid '( Adey dan Shayer, 1994). Metode yang sama memfasilitasi belajar sejauh konvergen / berpikir divergen yang bersangkutan. Sejak kurangnya berpikir divergen dan keterampilan linguistik dibatasi tampak mempengaruhi pemahaman tentang sifat partikel materi dan perubahan negara, bantuan kepada siswa dapat diberikan oleh metode yang menghilangkan peran mendominasi bahasa sebanyak mungkin. Bukti penelitian mendukung efektivitas metode tersebut yang dapat meningkatkan pencapaian konsep-konsep abstrak (misalnya, Zeitoun, 1989;. Snir et al, 2003; Papageorgiou et al, 2008.). Selain itu, guru harus menyadari hambatan yang berasal dari gaya kognitif lapangan tergantung. Presentasi diselenggarakan bahan pengajaran harus menekankan kurang informasi perifer yang dapat bertindak sebagai 'kebisingan' bagi mereka yang bidang-dependent, yang sering berfokus pada fitur-fitur yang kurang penting dari fenomena (misalnya, warna-warna cerah). Upaya harus dilakukan untuk membantu siswa memahami materi yang diajarkan, ketika menghadiri pelajaran di kelas atau membaca buku pelajaran sekolah mereka, dengan berfokus pada ide-ide sentral dan disembedding hanya informasi yang relevan (Danili dan Reid, 2004). Secara khusus, ketika mencoba koneksi antara tingkat makro dan mikro, kebanyakan dimensi yang terlibat, seperti gerak, vakum, ikatan, partikulat dan sifat kolektif, membuat kompleks konteks cukup sehingga lebih mungkin untuk mencegah murid lapangan tergantung dari pengolahan informasi secara efektif. Sekali lagi, teknik membantu untuk menyampaikan pesan eksplisit mungkin melibatkan penggunaan ilustrasi atau animasi, yang mengontrol informasi yang menyesatkan dan efek medan-ketergantungan.
Akhirnya, selain temuan tertentu elucidating pertanyaan penelitian, penelitian ini menunjukkan bahwa kemajuan metodologis, seperti pemodelan SEM yang tepat dalam menilai dan menjelaskan prestasi siswa dalam penelitian pengajaran ilmu.
Lampiran
Penjelasan semua bagian dan item instrumen dilaksanakan dalam penelitian ini:
Part 1: (Sifat partikel materi)
3 item pertama (1A, 1B, dan 1C) kepedulian keadaan padat.
1.A. Murid diminta untuk memilih di antara lima alternatif (lihat Gambar. 4 dalam Lampiran), angka yang paling mewakili apa yang mereka pikir mereka akan '' melihat '' jika mereka mengamati butiran gula dengan kaca pembesar hipotetis memungkinkan pandangan gandum struktur.
1.b. Murid diminta untuk menjelaskan apa yang mereka pikir ada antara molekul, dalam kasus mereka memilih sosok yang menggambarkan molekul. Jika tidak, mereka tidak perlu menjawab pertanyaan ini.
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