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Search Results: 1 - 10 of 1463 matches for " Lilia Halim "
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Dependence on Creativity Characteristics as Observed during the Implementation of Laboratory Activities  [PDF]
Lilia Ellany Mohtar, Lilia Halim, Seth Sulaiman
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.611115
Abstract: A person’s creativity can be elicited through observations made upon his/her behaviour and personality characteristics which are in turn termed as creativity characteristics. Physics Practical Work (PPW) is a form of instruction which is intended to foster a creative culture in schools in which large numbers of students can be engaged in an environment where creativity flourishes. However, there are criticisms leveled against the effectiveness of PPW in developing creativity among students as indicated by the emergence of the creativity characteristics. Besides being involved in PPW as a requirement of the course SPN3231, 12 respondents of the study comprising final year undergraduate physics education students participated in a Physics Innovative Project (PIP) whereby they had to modify or devise an alternative method(s) for teaching physics topics which they had earlier conducted in PPW. Seven dominant creativity characteristics constructs were incorporated into a well-validated Structured Interview Checklist (27 items) and an Observation Checklist (37 items). All data were analysed using the Interactive Qualitative Analysis Model by Miles and Huberman (1994). Results of the study indicated that PIP fostered frequent emergence of creativity characteristics much better as compared to PPW.
Overcoming Students’ Misconceptions on Forces in Equilibrium: An Action Research Study  [PDF]
Lilia Halim, Tan Kia Yong, Tamby Subahan Mohd Meerah
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.511117
Abstract: This collaborative action research involving a supervisor and a student teacher aims to assist 23 Form Four (16 years old) students to overcome their misconceptions on the topic of forces in equilibrium state. This study adopts the action research cycle: Identify-Plan-Act-Reflect. The pre-test results showed that students had problems in recognizing the forces. Consequently, a teaching intervention was planned and carried out to improve students’ ability to identify and recognize the forces that exist for an object in the equilibrium state. The teaching intervention emphasizes on the basic characteristics of the force arrow namely the direction, magnitude, labeling and starting point of force. The post test results showed that students’ ability to draw the force arrows correctly had improved, with the exception of identifying the starting point of force. The action research study managed to guide the student teacher to identify and help to overcome misconceptions of her students.
Mathematical Modeling from Metacognitive Perspective Theory: A Review on STEM Integration Practices  [PDF]
Mohd Razip Bajuri, Siti Mistima Maat, Lilia Halim
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.914161
Abstract: This study presents to identify mathematical modeling is the least elements focusing on current STEM integration practices. Through this study, a review of the existing practice of STEM integration curriculums, models, modules, and programmes was undertaken to confirm the issue. The database reviewed to confirm this issue is from Social Sciences Citation Index with keyword “Mathematical Modeling,” “STEM curriculum,” “STEM model,” “STEM module” and “STEM program.” As a result, these studies confirmed that mathematical modeling activities were the least focusing on existing STEM integration practices and the theory of metacognation and the theory of sosial interactiondevelopment could promote these abilities.
A Study on Malaysia Primary School Science Education: Foundation for Environmental Knowledge
Sharifah Zarina Syed Zakaria,Lilia Halim
The Social Sciences , 2013,
Abstract: As a developing nation, Malaysia needs citizens who can contribute to the scientific and technological developments in order to compete and be at par with other developed nations and to be able to achieve this goal by year 2020. Malaysia must not only have a scientifically and technologically literate citizens, but citizens who know and aware of how to sustain the development. This can be accomplish if the children in schools today are prepared and geared towards an education that taught and shaped their thinking and behavior towards the importance of a sustainable development. Thus, the knowledge of science must not only produce good inventors, or creative innovators in the future, but citizens who can, besides contributing to the development of science and technology, must also be aware and conscious of their actions that might give bad or negative influence to the environment. Thus, the objective of this study is to find out what are the elements of environmentally-related subject that is taught in science classes in Malaysian primary schools and to relate its part as a foundation and contribution for sustainable development.
The Effect of a Thinking Strategy Approach through Visual Representation on Achievement and Conceptual Understanding in Solving Mathematical Word Problems
Nasarudin Abdullah,Effandi Zakaria,Lilia Halim
Asian Social Science , 2012, DOI: 10.5539/ass.v8n16p30
Abstract: This quasi-experimental study was designed to determine the effect of a thinking strategy approach through visual representation on the achievement and conceptual understanding in solving mathematical word problems in primary school. The experimental group (n = 96) was exposed to the treatment, while the control group (n = 97) received a conventional approach in teaching and learning mathematical problem solving. To control the variable difference, a pretest was given to both groups before teaching. After 10 weeks of instruction, both groups were given a posttests. Two types of instruments were used to collect the data: the achievement and the conceptual understanding tests. To determine differences between groups, pre and posttests were analyzed using multivariate analysis of variance (MANOVA) followed by univariate analysis of variance (ANOVA). MANOVA results showed a significant difference in overall achievement and understanding of the concept of mathematical word problem solving for the treatment groups as compared to the control group. The ANOVA test of the findings also found that there were significant differences between treatment and control groups. Results showed that students who were exposed to the approach of thinking strategies through visualization representation in mathematical word problem solving outperformed students in conventional classes in achievement and conceptual understanding in mathematical word problem solving. Effect size is high, and therefore the treatment effect is meaningful in practice.
Effects of Problem-solving Strategies in the Teaching and Learning of Engineering Drawing Subject
Ruhizan M. Yasin,Lilia Halim,Azaman Ishar
Asian Social Science , 2012, DOI: 10.5539/ass.v8n16p65
Abstract: The objective of this paper is to discuss the effects of teaching problem-solving strategies in the Engineering Drawing (ED) subject on student achievement, students’ knowledge of problem-solving and students’ problem-solving skills. The study was conducted on Form Four students (16 year old) from two Technical Secondary Schools in Peninsular Malaysia using two research instruments: the ED performance test and a questionnaire on problem-solving strategies. The quasi-experimental research design was employed on a sample of 209 students. The experimental group of 110 student utilized ED module which incorporated problem-solving strategies, while the control group of 109 student went through a conventional teaching and learning method. Research results showed that there were significant differences in terms of student achievement and student knowledge of problem-solving: the mean score of the experimental group was higher compared to that of the control group. On the other hand, research results showed that there was no significant difference between the two groups in terms of students’ problem-solving skills, but the mean score of the experimental group was higher compared to that of the control group. This proves that the implementation of problem-solving strategies in teaching and learning successfully increases student achievement and students’ knowledge of problem-solving besides positively affecting students’ problem-solving skills. Therefore, teachers are advised to incorporate problem-solving strategies in their teaching and learning, especially in the Engineering Drawing subject.
Challenges of Environmental Education: Inculcating Behavioural Changes among Indigenous Students  [PDF]
Norshariani Abd Rahman, Lilia Halim, Abdul Razaq Ahmad, Tuan Mastura Tuan Soh
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.91004
Abstract: The purpose of this study was to identify the challenges encountered by teachers in teaching and learning of environmental education and the proposed solutions for cultivating positive behavioural changes among indigenous students. The study was conducted among teachers from 12 primary and secondary indigenous schools in the state of Pahang, Malaysia. This qualitative study used semi-structured interviews to collect data from the teachers. Based on the findings, two challenges in implementing environmental education in indigenous schools were identified: 1) challenges arising from the teachers and 2) challenges from the indigenous students themselves. Teachers were challenged by time constraints, heavy workload, poor teaching aids, unavailability of manual/handbook, and the lack of support from the school administrators. In contrast, the challenges from the indigenous students come from their lack of environmental awareness, hygiene problem, low?self-confidence and problem in learning. The identified challenges can be addressed by teacher’s competency in integrating environmental education and creative teaching approaches based on the ability of the indigenous students as well as support from the relevant stakeholders.
Founder mutations in Tunisia: implications for diagnosis in North Africa and Middle East
Romdhane Lilia,Kefi Rym,Azaiez Hela,Halim Nizar
Orphanet Journal of Rare Diseases , 2012, DOI: 10.1186/1750-1172-7-52
Abstract: Background Tunisia is a North African country of 10 million inhabitants. The native background population is Berber. However, throughout its history, Tunisia has been the site of invasions and migratory waves of allogenic populations and ethnic groups such as Phoenicians, Romans, Vandals, Arabs, Ottomans and French. Like neighbouring and Middle Eastern countries, the Tunisian population shows a relatively high rate of consanguinity and endogamy that favor expression of recessive genetic disorders at relatively high rates. Many factors could contribute to the recurrence of monogenic morbid trait expression. Among them, founder mutations that arise in one ancestral individual and diffuse through generations in isolated communities. Method We report here on founder mutations in the Tunisian population by a systematic review of all available data from PubMed, other sources of the scientific literature as well as unpublished data from our research laboratory. Results We identified two different classes of founder mutations. The first includes founder mutations so far reported only among Tunisians that are responsible for 30 genetic diseases. The second group represents founder haplotypes described in 51 inherited conditions that occur among Tunisians and are also shared with other North African and Middle Eastern countries. Several heavily disabilitating diseases are caused by recessive founder mutations. They include, among others, neuromuscular diseases such as congenital muscular dystrophy and spastic paraglegia and also severe genodermatoses such as dystrophic epidermolysis bullosa and xeroderma pigmentosa. Conclusion This report provides informations on founder mutations for 73 genetic diseases either specific to Tunisians or shared by other populations. Taking into account the relatively high number and frequency of genetic diseases in the region and the limited resources, screening for these founder mutations should provide a rapid and cost effective tool for molecular diagnosis. Indeed, our report should help designing appropriate measures for carrier screening, better evaluation of diseases burden and setting up of preventive measures at the regional level.
Changes in Profile after Orthognatic Surgery in Skeletal Class III Patients  [PDF]
Himawan Halim, Ivan Halim
Open Journal of Stomatology (OJST) , 2015, DOI: 10.4236/ojst.2015.512038
Abstract: Background: Treatment of skeletal Class III malocclusion in growing patient with an anterior crossbite and open bite is challenging due to unpredictable results and potentially unfavorable growth. Growth modification in adult patients is not an alternative approach. Objective: Case report of a patient with Class III malocclusion in adult and anterior crossbite and open bite was treated with combine fixed appliances and orthognatic surgery. Treatment procedure: Treatment of anterior cross bite and open bite was completed in two phases. The first phase was to correct the dental alignment align and arch coordination with fixed orthodontic appliance. The second phase was to correct the skeletal discrepancy with orthognatic surgery. Conclusions: Orthognatic surgery is a good approach in treating anterior cross bite and open bite relating to skeletal problems in adult period. Changes in profile and occlusion were very obvious.
An Exploratory Factor Analysis in Developing Pedagogical Content Knowledge Scale for Teaching Science
Lilia Halim,T. Subahan Mohd Meerah,Effandi Zakaria,Sharifah Intan Sharina Syed Abdullah
Research Journal of Applied Sciences, Engineering and Technology , 2012,
Abstract: This study aims to validate a Pedagogical Content Knowledge (PCK) scale that consists of 56 items. The instrument was distributed to 301 (16 years old) secondary science students. These students were required to respond to a 5 point Likert scale instrument. Using factorial analysis, 16 items were established which was divided into three components of PCK namely i) Knowledge of science pedagogy, ii) knowledge of students and iii) knowledge of concept representational. The final model of PCK was significant (p = 0.000) (RMSEA = 0.075; CFI = 0.910; and TLI = 0.892). This validated survey instrument serves as an evaluation tool for analyzing science teachers PCK that is less laborious and time-consuming.
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