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ONENOTE

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Anda

Research
Fundamental

SV

• Tujuan Phd / Master • Std researcher • Knowledge / Interest • Literature Search / issues, gap, problem statement • Sharpen personal skills
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R&M
• Novice • Individual • Thesis •$

Applied

R&D
• Expert • Collaborate • Articles • $$$$
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Established journals • Pilot articles • Drop box • Reference manager • Find gap – hybrid • Lead your SV

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Research

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• • • • • •

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 animation in 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 Two Literature Review 2.0 Introduction 2.1 Heading1
(subheading)

2.2 Heading2
(subheading)

2.3 Heading3
(subheading)

2.4 Heading4
(subheading)

2.5 Conclusion
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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)…..
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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 berupaya memperbaiki kualiti pengajaran (Jonassen, 2009). Oleh itu pengajaran berasaskan animasi mampu meransang domain afektif murid (Rudiah, 2011).
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The application of 3D animation in science instruction for enhancing students’ understanding of science concepts • Idea1 … not all study produce evidence that 2D animation is better than traditional instruction (Russell, 2010) • Idea2 …multimedia with 2D animation is not necessarily suitable for learners with diverse academic achievement (Sweller, 2008) • Idea3 … low achiever students failed to extract information from animation, they lack of existing knowledge.. (Don, 2009) • Direct quotation …. (Mayer, 2009, p.122) – 3D animation easy to “visualize, interact and explore” with any content…
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CHAPTER 1 INTRODUCTION 1.1 Objective 1.2 Hypotheses

CHAPTER 2 LITERATUR REVIEW 2.1 Computer in Education 2.1.1 Animation

CHAPTER 3 METHODOLOGY 3.1 Research Design 3.1.1 Data Analysis

Ho1: There is no difference between the pre-test and post-test mean scores 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, 3 2. Proofing – Cx, Mx 3. Page Break – Chapters + Orientation 4. Captions – Table + Figure 5. Find + Replace - Editing 6. Citation - Mendeley 7. Bibliography – Mendeley 8. View – Split (Minimize ribbon) 9. TOC , LOT and LIF 10. Caption by chapters
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Cognitive theory of multimedia learning presents the idea that the brain does not interpret a multimedia presentation of words and pictures in a mutually fashion. Furthermore, cognitive theory of multimedia learning underscores the importance of learning when multimedia presentation is integrated with prior idea.
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