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ONENOTE

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Anda Research SV

Fundamental

R & M• Novice• Individual • Thesis• $

Applied

R & D• Expert• Collaborate• Articles• $$$$

• Tujuan Phd / Master • Std researcher• Knowledge / Interest• Literature Search /

issues, gap, problem statement

• Sharpen personal skills

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Anda Research

• Established journals • Pilot articles• Drop box• Reference manager• Find gap – hybrid• Lead your SV

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Anda Research

• 1File1thesis• Doc map + DIRDIO + CWYR + DMIRMIW• Organized thought: Z-Draft + RFOT• Easier to write once you know it ends• Publish ….. AROT - examine by experts !• Paperless

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•While there has been a number of research on the effects of 2D animation in education, little has been done about the effects of 3D animationin science education.

•Instead of the weaknesses of direct transmission approach widely used in Malaysian, this study investigates an approach that integrates 3D animation within a constructivist method of instruction in Chemistry.

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1. A concept map (CM) is a diagram showing the relationships

among concepts especially for displaying science concepts.

2. CM - is invented from Ausubel’s learning theory, originated from

Piaget’s cognitive theory.

3. The nature of science concept – science concepts are inter-related,

and therefore CM is suitable as a learning tool.

4. CM - can also be used as an evaluation tool to understanding how

students understand science using Information processing System

theory

5. There are numerous studies on CM have been conducted in

science education for the past 10 years.

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Chapter TwoLiterature Review

2.0 Introduction2.1 Heading1

(subheading)

2.2 Heading2(subheading)

2.3 Heading3(subheading)

2.4 Heading4(subheading)

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Clear

We are endeavoring to construct a more democratic society in

Malaysia = Malaysia is going to be a democratic country.

Concise

As we all know, more students studying in IPTS now than there

were in 2010.

Consistent

E-learning, web-based learning, internet learning, LMS, on-line

learning, m-learning, wireless learning, wifi learning…

Coherent

At the moment… In most cases….For example……On the other

hands….Similarly….As a result (conclusion)…..16www.drotspss.blogspot.com

Jenis 1: Author • Mayer (2009) stressed that……………………………….• Research conducted by Haliza (2009)…………………

Jenis 2: Idea • Previous studies revealed that ………….(Black, 2009)

Jenis 3: Specific (e.g, see)• Previous studies (e.g. Black, 2009; Clark, 2008) revealed…• Previous studies revealed that…(see Black, 2009)…

Jenis 4: Quotation • de Bono (2009, p. 122) said “flexible mind is creative mind”.

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Kajian lepas menunjukkan bahawa pelajar yang didedahkan dengan aktiviti pengajaran berasaskan komputer mempunyai motivasi tinggi untuk terus belajar (Don, 1999; Sweller, 2001). Sementara itu guru sekolah yang sering menggunakan multimedia berupayamemperbaiki kualiti pengajaran (Jonassen, 2009). Oleh itu pengajaran berasaskan animasi mampu meransang domain afektifmurid (Rudiah, 2011).

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• Idea1 … not all study produce evidence that 2Danimation is better than traditional instruction (Russell,2010)

• Idea2 …multimedia with 2D animation is not necessarilysuitable for learners with diverse academic achievement(Sweller, 2008)

• Idea3 … low achiever students failed to extractinformation from animation, they lack of existingknowledge.. (Don, 2009)

• Direct quotation …. (Mayer, 2009, p.122) – 3Danimation easy to “visualize, interact and explore” withany content…

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The application of 3D animation in science instruction for enhancing students’ understanding of science concepts

CHAPTER 1INTRODUCTION

CHAPTER 2LITERATUR REVIEW

CHAPTER 3METHODOLOGY

1.1 Objective 2.1 Computer in Education 3.1 Research Design

1.2 Hypotheses 2.1.1 Animation 3.1.1 Data Analysis

Ho1: There is no difference between the pre-test and post-test meanscores of the students in the experimental group

Ho2: There is no difference between the pre-test and post-test mean scores of the students in the control group.

BIBLIOGRAPHY

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1. Styles – Heading 1, 2, 32. Proofing – Cx, Mx3. Page Break – Chapters + Orientation 4. Captions – Table + Figure5. Find + Replace - Editing6. Citation - Mendeley7. Bibliography – Mendeley8. View – Split (Minimize ribbon)9. TOC , LOT and LIF10. Caption by chapters

Cognitive theory of multimedia learningpresents the idea that the brain does notinterpret a multimedia presentation ofwords and pictures in a mutually fashion.Furthermore, cognitive theory ofmultimedia learning underscores theimportance of learning when multimediapresentation is integrated with prior idea.

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