Thesis writing and article management using Mendeley ( slide Bengkel Penulisan thesis) - Dr Othman Talib
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Thesis writing and article management using Mendeley ( slide Bengkel Penulisan thesis) - Dr Othman Talib

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Thesis writing and article management using Mendeley ( slide Bengkel Penulisan thesis) - Dr Othman Talib Thesis writing and article management using Mendeley ( slide Bengkel Penulisan thesis) - Dr Othman Talib Presentation Transcript

  • zahinothman@gmail.com 1
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  • Order books www.tulis-tesis-cepat.com 3
  • • PhD – the highest academic qualification •Ability to write and publish to a. demonstrate the competency to do research rigourously and independently b. demonstrate the ability to do a critical review in topic of interest which requires deep knowledge of what is known, what need to be studied etc… (review other peoples work) c. contribute to the body of knowledge (so future study can be built based on your work)
  • • Master / PhD - no syllabus - set own interest • New journey - new skills • Std researcher - novice & alone ! • R & M - previous knowledge + interest • Thesis - thick manuscript & materials • Extra personal skills – writing skill More info: http://drotspss.blogspot.com/2013/04/tajuk-468-ketahui-apa-itu-best-phd.html http://drotspss.blogspot.com/2013/05/tajuk-484-best-phd-thesis-tidak-wujud.html http://drotspss.blogspot.com/2013/04/tajukv-469-originality-of-thesis.html http://drotspss.blogspot.com/2012/03/tajuk-330-research-unwritten-rule-1-do.html
  • My thought….. Your ultimate goal is to FINISH writing your thesis OT (on time) not to CHANGE the world !! “CHANGE” the world after getting your PhD not during your candidacy…. The longer time you take does not reflect the quality of your thesis…. It is DIFFICULT to write a thesis.. so why don’t you do it the SMART way … the KOTC way? 6
  • 1. CHOOSE TITLE - Sentiment - Search for articles TOPIC OF INTEREST (Area of Investigation) 1. LITERATURE SEARCH SKILL - Extensive + Intensive – Research gap - Relevant + Pilot articles / Theses 2. ARTICLE MANAGEMENT SKILL - MENDELEY - FBOT (Filter Based on Theme) - SROT (Speed Reading on Target) Route # 1 Route # 2 CONVENTIONAL CYCLE KEEP ON TRACK CYCLETM (KOTC) 3. WRITING SKILL - OFOT (One File One Thesis) - DMOT (Doc Map of Thesis) 4. DRAFTING SKILL - ZDOT (Zero Draft of Thesis) - FOTW (Focus on Thesis Writing) 5. REVIEW SKILL - ROT (Research Operational Template) - AROT (Article’s Rule of Thumb) 1. Fact 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Proposal Critical review PROPOSAL THESIS 6. ANALYSIS SKILL - SPSS / AMOS (SEM) / PLS (Quantitative analysis) - ATLAS.ti / Nvivo (Qualitative analysis) - Rasch Model (Instrument validation) Thesis need time to grow and mature
  • 1. Cambridge University Press 2 EBSCOhost 3. Emerald 4. JSTOR – Journal Storage 5. Oxford Journals Online 6. Proquest 7. SAGE 8. Science Direct 9. Springer 10. Taylor & Francis 11. Wiley - Blackwell www.drotspss.blogspot.com 8
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  • Demontration & Hands on activities www.drotspss.blogspot.com 18
  • One File One Thesis (OFOT) Document Map of Thesis (DMOT) Zero Draft of Thesis (ZDOT) + Mendeley Proposal THESIS www.drotspss.blogspot.com 19
  • www.drotspss.blogspot.com zahinothman@gmail.com 20
  • Documan Map & Zero Draft of Thesis 21
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  • More info: http://drotspss.blogspot.com/2013/10/tugasan-edu-5900-kelas-dr-ot.html 24
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  • •There are numbers of studies …… but most of these studies did not provide enough evident to support the role of cognitive load theory…. •While there has been a number of research on…. little has been written about the effects of 3D animation on low achievers science students..... www.drotspss.blogspot.com zahinothman@gmail.com 26
  • One of the current aims of teaching chemistry in Malaysia is to provide students with the knowledge that would enable them to solve problems. However, the latest findings of the SPM Performance Report 2010 (MOE, 2011) regarding the chemistry performance in the SPM examination is incongruent with this aim. It was found that the “majority of candidates did not understand the concepts of chemistry” (MOE, 2010, p.14). The report concluded that the candidates failed to acquire basic understandings of chemistry concepts (MOE, 2012) 27
  • Continue……. From the perspective of teaching chemistry, research by Daud (2010) revealed that a majority of chemistry teachers in Malaysia use the direct transmission approach to explain chemistry concepts, whilst students passively listen and take notes. These views are consistent with those of Hutchinson (2010) when he claimed that in general, chemistry is taught to students mostly based on the passive traditional approach. 28
  • How to cite and when ? • Author X (2013) mentioned that the price for RON95 petrol and diesel will be raised by 20 sen per liter starting next year. OR • The price for RON95 petrol and diesel will be raised by 20 sen per liter starting next year (Author Y, 2013) www.drotspss.blogspot.com 29
  • Type 1: Quotation by “somebody” • de Bono (2009, p. 122) said “flexible mind is creative mind”. Type 2: Author • Mayer (2010) stressed / As argued by Mayer (2010) that in multimedia learning theory…………… • Jarret (2009) in her study pointed out that…. Type 3: Idea / concept • The theory of cognitive load refers to….(Black, 2009) and this reflects that ……(White, 2010) www.drotspss.blogspot.com zahinothman@gmail.com 30
  • Research has shown that experts and novices show marked differences in several aspects of problem solving ability such as problem representations (Bodner, 2000; Greenbowe, 1983; Heyworth, 1999)…. Taken from: Cartrette, D. P. (2009). Non-mathematical problem solving. JRST, 47(6), 643–660. Citation? According to Cartrette (2009), problem representation is one of the criteria that differenciate experts from novices OR Problem representation is one of the criteria that differenciate experts from novices (Cartrette, 2009). OR ? 31
  • Analysis + Synthesis = Critical Review www.drotspss.blogspot.com 32
  • 3D vs 2D animations in science instruction for enhancing students’ understanding of science concepts • Idea1 … 2D simulations are not always better than traditional approaches….(Russell, 2010) • Idea2 … low achiever children faced difficulties to extract scientific information (Don, 2010) • Idea3 … slow learner lack of existing knowledge, low selfesteem and low motivation level... (Sweller, 2009) • Direct quotation …. (Mayer, 2010, p.122) – 3D animation easy to “visualize, interact, explore”…. More info: http://drotspss.blogspot.com/2010/10/tajuk-14-mensintesis-lr.html 33
  • 3D and 2D animations for enhancing students’ understanding of science concepts 2D animation has increasingly played an important role in science instruction. However, there is not enough empirical support that 2D animation has more positive effects compared to conventional instruction (Russell, 2010). For example, the use of 2D animation is not suitable for weak students due to their difficulties to analyze information from the 2D animation because the lack of their previous knowledge, concepts (Don, 2010; Sweller, 2009). www.drotspss.blogspot.com 34
  • 3D and 2D animations for enhancing students’ understanding of science concepts However, there is not enough empirical support that 2D animation has more positive effects compared to conventional instruction (Russell, 2010) ….2D simulations are not always better than traditional approaches (Russell, 2010) www.drotspss.blogspot.com 35
  • 3D and 2D animations for enhancing students’ understanding of science concepts For example, the use of 2D animation is not suitable for weak students due to their difficulties to analyze information from the 2D animation because the lack of their previous concepts (Don, 2010; Sweller, 2009) low achiever children faced difficulties to extract scientific information (Don, 2010) slow learner lack of existing knowledge, low selfesteem and low motivation level (Sweller, 2009) 36
  • 3D and 2D animations for enhancing students’ understanding of science concepts However, recent advancement in computer graphics software has made 3D animation feasible for science instruction to replace 2D animation. As stressed by Mayer (2010, p. 122), 3D animation offers students the opportunity to “visualize, interact, explore” with any concepts within a computer generated environment. For that reason, 3D animation is seen as a potential educational tool for enhancing students understanding of science concepts in science instruction. www.drotspss.blogspot.com 37
  • Sekitar Bengkel Tulis Tesis Cepat SPSS ATLAS.ti 38
  • Putrajaya Kota Kinabalu Skudai 39
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  • Acknowledgements: http://www.postgraduateworkshop.com/ http://www.upmcs.com.my/ www.drotspss.blogspot.com 46