Sila baca sampai habis atau klu malas... jgn baca lansung...
1. Sila baca paragraph tentang STEM ini sampai habis:
"Problem-centered approaches have been growing in importance in STEM education. Such approaches can vary widely in terms of processes students and teachers follow and goals students pursue. For example, in terms of goals, in project-based learning and design-based learning, students are presented with the challenge of designing a product that addresses a problem. Design-based learning usually integrates science content with a focus on engineering design, and students need to follow an engineering design process to conceive of and build the product. In project-based learning, design is not tied to a particular discipline. In problem-based learning, students need to determine a conceptual solution to an ill-structured problem and defend it with appropriate argumentation"
2. Paragraph ini mengandungi
a. Pengenalan kpd problem-centered approaches
b. Isi - penjelasan kepada
- project-based (free design)
- designed-based (engineering design)
- problem-based learning (ill-structured problem)
3. Satu paragraph di atas tidak mungkin terhasil tanpa pembacaan yang mendalam dan meluas lalu menghasilkan sesuatu yang padat, tanpa perlu ditulis menjela-jela. Mengaitkan ketebalan dan penulisan yang menjela-jela dengan pembacaan dan pemahaman yang mendalam adalah meleset. Terdapat 12 rujuk yang perlu dibaca dan difahami terlebih dahulu sebelum menghasilkan satu paragraph ini. Ia satu penulisan yang kritis dengan membuat klasifikasi problem-based approaches kepada tiga.
4. Semakin nipis tesis misalnya, semakin dekat ia dengan keperluan menghasilkan artikel yang lebih utama sebagaimana anugerah 'PhD by publication' yang selain dari menghasilkan satu naskah tesis yang tebal, gedabak, yang tak sapapun mahu rujuk kepada penghasillan ‘a series of articles to be published in peer reviewed journals or as book chapters’ yang setiap satunya hanya beberapa belas pages sahaja.
5. Berikut adalah petikan asal paragraph di atas yg saya ambil dari buku Instructional Scaffolding in STEM Education - Strategies and Efficacy Evidence.
"Problem-centered approaches have been growing in importance in STEM education (Abd-El-Khalick et al., 2004; Carr, Bennett, & Strobel, 2012; Duschl, 2008; National Research Council, 2012). Such approaches can vary widely in terms of processes students and teachers follow and goals students pursue (Savery, 2006). For example, in terms of goals, in project-based learning and design-based learning, students are presented with the challenge of designing a product that addresses a problem (Doppelt, Mehalik, Schunn, Silk, & Krysinski, 2008; Kolodner et al., 2003; Krajcik et al., 1998). Design-based learning usually integrates science content with a focus on engineering design, and students need to follow an engineering design process to conceive of and build the product (Kolodner et al., 2003; Silk, Schunn, & Cary, 2009). In project-based learning, design is not tied to a particular discipline (Barron et al., 1998; Krajcik, McNeill, & Reiser, 2008). In problem-based learning, students need to determine a conceptual solution to an ill-structured problem and defend it with appropriate argumentation (Barrows & Tamblyn, 1980; Belland et al., 2008; Hmelo-Silver, 2004)"
6. Berikut pula senarai 12 rujukan dalam paragraph tersebut.
Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N. G., & Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419.
Carr, R. L., Bennett, L. D., & Strobel, J. (2012). Engineering in the K-12 STEM standards of the 50 U.S. states: An analysis of presence and extent. Journal of Engineering Education, 101(3),
539–564.
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and
social learning goals. Review of Research in Education, 32(1), 268–291.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Savery, J. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.
Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E., & Krysinski, D. (2008). Engagement
and achievements: A case study of design-based learning in a science context. Journal of Technology Education, 19(2).
Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom:
Putting Learning by Design into practice. Journal of the Learning Sciences, 12(4), 495–547.
Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313–350.
Silk, E. M., Schunn, C. D., & Cary, M. S. (2009). The impact of an engineering design curriculum on science reasoning in an urban setting. Journal of Science Education and Technology, 18(3), 209–223
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer
Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based
pedagogy. Science Education, 92(1), 1–32.
Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology esearch and Development, 56(4), 401–422.
7. Begitu juga dgn proposal. Zaman menyediakan proposal yang tebal pula bukan sahaja dah berlalu, malah tidakpun diamalkan di mana-mana university ternama sejak sekian lama, tetapi menjadi benchmarch pula di Malaysia. Arahan memastikan sekurang2 100 pages baru layak PD adalah sangat menjengkelkan, sedang di university lain hanya memerlukan sekitar 5 pages sahaja, sekadar panduan untuk PG menjelaskan secara verbal rancangan kajian yang akan dijalankan
8. Begitu juga dengan thesis, dikala university spt Uni of Tokyo misalnya yang berada di ranking 28 dunia menggesa ketebalan tesis sekitar 100 pages, PG disini bertungkus lumus menyediakan proposal sehingga mencecah 200 pages.
9. Kepetingan proposal adalah untuk PG menyatakan kefahamannya secara menyeluruh apa yang bakal dijalankan berdasarkan minat serta kepakaran yang mereka miliki. Proposal beberapa pages ini dibincangkan progress pemahaman PG (bukan ketebalannya) dalam beberapa siri presentation bersama komiti dan pihak luar. Ini yg tak berlaku disini yg lebih sibuk menebalkn proposal dan mengeditnya.
10. Tesis bidang teknologi-science-engineering memang secara nature lebih nipis berbanding tesis social science. Tetapi semangat menebal-nebalkan manuskrip baik bidang teknologi-science-engineering mahupun social science utk dikaitkan dengan ‘kehebatan’ tesis tersebut adalah pendapat yang 'meleset'. Dah sampai masanya (wpun dah jauh terlewat) utk membawa budaya ‘nipis tapi kritis’ dalam penghasilan naskah tesis.
10. Apa yang penting adalah ‘contribution to knowledge’ hasil dari kajian yang rigorous bagi menghasilkan data yang valid. Ini lebih penting utk dipersembahkan dalam dari penulisan yang menjela-jela, tebal, gedabak .. tanpa ada keperluan yg hanya sesuai mungkin ditahun 80an...
OT
#nipistapikritis
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