Finally, I suggest an alternative way in which theory testing occurs in the process of evaluation among competitive theories on the basis of data, not in the simple relation between a hypothesis and evidence.Įducation in Indonesia is declared to be in an emergency state, whereas a lot of innovative policies have been offered, mainly since the availability of education reform and autonomy in 2003. Second, in addition to this claim, I argue that we should distinguish not only hypotheses from principles but also phenomena from theoretical consequences and evidence. Reviewing textbooks used in South Korea, I will, first, claim that the history of science contributes to understand not merely the origins but also two principles of this theory. And second, the current ingredients of teaching this theory are so simply enumerated and conceptually confused that students are not provided with good opportunities to develop critical capacities for evaluating scientific theories. This examination of how these South Korean textbooks present this theory has revealed two main flaws: First, the textbooks' contents present historically fallacious backgrounds regarding the origin of this theory because of a blind dependence on popular undergraduate textbooks, which ignore the revolutionary aspects of the theory in physics. In this article, I examine the portrayal of this theory in South Korean high school physics textbooks and discuss an alternative method used to solve the analyzed problems. South Korean high school students are being taught Einstein's Special Theory of Relativity.
TESOL may prepare by becoming aware of traditionalist approaches to education. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Assessment using Purnell‘s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. But there is a positive and significant linear influence between the mathematical representation skill and the learning outcomes of science, through a problem-based learning model of discovery. The results showed that there was no difference in the result of mathematical representation skill and science learning outcomes, between the problem-based learning model and real discovery. Furthermore, the data were analyzed by using normality test, homogeneity test, independent sample t-test, correlation test, and simple linear regression test. From the instruments that had been tested to 30 respondents, it was obtained a valid and reliable instrument with a score of 0.505 for mathematical representation skills, and 0.832 for learning outcomes. The data on mathematical representation skills and learning outcomes of science were obtained through a description test, five questions for assessing mathematical representation skills, and ten questions for assessing science learning outcomes. Among 534 students, there were two experimental classes consisting of 35 students and each was determined through cluster random sampling. The population of this study was 16 students of PGSD FKIP University of Lampung. The purpose of this research is to know the difference of mathematical representation skill, the result of science learning and its influence on problem-based learning and discovery learning model.
0 kommentar(er)
