Modern Technology? Is there any relation with PHYSICS?

In the middle of twentieth century, scientific progress seems to go forward in bounds. Too often physics was seen as a pure science, a study talked about unimportant things, isolated from "real technologies" world. But it just a framework for people that don't understand physics completely. As long as you know, basic from nano particle has been started from physics. Flashdisk? that also a result of modern physics. Live has changed, clasical physics also changed into modern physics. Let we see, laser is a classic example on how science, technology, society, environment and human are unity system. We do already know that science has a lasting impact on the world. There are symbiotic relationship that exists between science, technology, society, and environment.

To many people, science and technology are almost one. There's no doubt that they're very closely related. Technology has very quickly refined and improved its operation. Back to the laser, it use widespread. Supermarket scanners, surveying, surgery, medical equipment are just a few of an innovations of laser technology. So, it would be impossible to separate the importance of science and technology of society, because they're intimated closely. Enough hard to break them up.

Just like another innovations, some developments always have their plus-minus impacts. We increasing demand for energy has strained our environment to its limits. While demanding more and more energy, has also demanded science and technology find alternative source of energy. That's why we found of nuclear, solar, wind, hydro, geothermal, and also fossil as our energy sources. Well, it slowly being a two-edged sword
Did you remembered about a history of computer? First time it invented, computer is being a huge size. But as long as time goes now inventions in technology have resulted in the ability to put more and more powerful computers into a smaller and really smaller pieces. How about disk? Well I've been grown up in the middle of using floppy disk, maybe in my junior high school. Wow it was really expensive at the time. But world always change, technology give us a great development. Now we can use a micro sd that can save until 16 Gigabyte, with a small price of course.

Same things happen on car too. Now we can use hybrid car which hybrid autos that run on both electricity and gasoline can greatly reduce pollutions. Isn't that great? Cars built of carbon composite materials are lighter and stronger than car made of traditional materials. Computer controlled ignition and fuel systems increase motor efficiency. Then, all of those factors can assist in protecting the environment. Important to remembered, we could built a huge inventions of technology and science, but it wouldn't make a sense if we couldn't protect our environment with our technology.

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Career in Physics?

Physics is the study of the relationship between matter and energy (McGraw&Reyson, 2011). Just like another science, physic more than just a car for testing laws through experimentation, being a search for understanding through inquiry and some process of crafting that understanding into laws applicable to a wide range for some phenomenon. Then we can say, as a scientific process physics could provide us an explanations for things we observed.  Not only macro's phenomenon but also micro until sub atomic particle has been investigated by physicist. There are so many topics that we can talk about in physics. Just like a kinematic, electromagnetic in everyday occurences to astronomical events. Do you remember an eclipse before? Yeah that also some of many phenomenon we can observed.

Then, isn't too much if we say that our life based on physics. Even from the natural cycles of weather to the high-tech gadgets of communication, just like what you've hold now, relies on basic principles of physics. But somehow, from every people who already enter an undergraduate always think, "What job that i'll offer?" "Could we offer some job?" It was natural, because being mature is a process. I do love physics, but can we got some job from everything we learn here? Do we have any opportunities get some job beside being only in academic?  For an extreme question, could we offering job that give a huge payment? And the answer, YES OF COURSE! Only if you trying your best studies physics.

Okay, now please think that aspects of physics are found in the wide range of careers. Maybe you'll think about engineering and academic research after hear "physics" word. But, do you know that we also needed in another professions like medical and technologies, science journalism, computer science and also in physics academic. There are a medical physics which talk about relationship between phsyics and medical things. Also material physics which talk about matter in physics espescially for a micro to nano particles.

For example, are you a musician? Or maybe you have some interest in music? You will be able to achieve better understanding from nature of sound. Do you like to observe space and earth sciences? Exactly you could learn better from nature of astronomy, the you could try for entry in space technology, geophysics, geology, atmospheric sciences, energy&resources also ocean sciences. How if we don't have any interest in technical? But we love physics. Could we still get offer a job? Yeah, of course you could. You can apply in law, administration, business, journalism, physics museums or maybe a technology museums, sports because we do some physics theory there, marketing in spare part of heavy equipment, also you can try in art and science communication.

Study the diagram about career opportunities above. You'll gonna achieve so much experience here. Then you also gain so many skills in physics course. Consider one or more that might be espescially appealing to you and begin research attain it. So, what do you waiting for? Find your passion now! Do what you love. Remember, do everything we wanna do, even a science socio or language things, but with love please. World has waiting for you, guys. People succeed and are happiest when in a career that really interest them, not just one they are good at, so keep explore!

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Evaluation of Education

Evaluation is a vital component of the continuing health of organizations. If evaluationsare conducted well, organizations and their people will have the satisfaction of knowing withconfidence which elements are strong and where changes are needed. Evaluation is thereforea constructive pursuit. Evaluation is perhaps society’s most fundamentaldiscipline; it is an essential characteristic of the humancondition; and it is the single most important andsophisticated cognitive process in the repertoire of humanreasoning and logic (Osgood, Suci, & Tannenbaum, 1957). In general, we refer to objects of evaluations as evaluands. When the evaluand is a person, however, we follow Scriven’s recommendation to label the person whose qualifications or performance is being evaluated as the evaluee(Scriven, 1991). Objects of evaluations may be programs,projects, policies, proposals, products, equipment, services, concepts and theories, data and other types ofinformation, individuals, or organizations, among others.

The extended definition of evaluation has provided an expanded look at key generic criteriafor evaluating programs. From the discussion, it is evident that the Joint Committee’s 1994 definition of evaluation and our adaptation focused on generic evaluative criteria are deceptivein their apparent simplicity. When one takes seriously the root term value, then inevitablyone must consider value perspectives of individuals, groups, and organizations, as well asinformation. The combining of these in efforts to reach determinations of the value ofsomething cannot be ignored. To serve the needs of clients and other interested persons,the information supplied to support evaluative judgments should reflect the full range ofappropriate values.We now expand the definition to outline the main tasks in any program evaluation anddenote the types of information to be collected. Our operational definition of evaluation statesthat evaluation is the systematic process of delineating, obtaining, reporting, and applyingdescriptive and judgmental information about some object’s merit, worth, probity, feasibility,safety, significance, and/or equity. One added element in this definition concerns the genericsteps in conducting an evaluation. The other new element is that evaluations should produceboth descriptive and judgmental information.

Many evaluations carry a need to draw a definitive conclusion or make a definite decisionon quality, safety, or some other variable. For example, funding organizations regularly haveto decide which proposed projects to fund, basing their decisions on these projects’ relativequality, costs, and importance compared with other possible uses of available funds (also see
Coryn, Hattie, Scriven, & Hartmann, 2007; Coryn & Scriven, 2008; Scriven & Coryn, 2008). Fora project already funded, the funding organization often needs to determine after a fundingcycle whether the project is sufficiently good and important to continue or increase its funds.In trials, a court has to decide whether the accused is guilty or not guilty. In determinations ofhow to adjudicate drunk-driving charges, state or other government agencies set decision rulesconcerning the level of alcohol in a driver’s blood that is legally acceptable. These examples arenot just abstractions. They reflect true, frequent circumstances in society in which evaluationshave to be definitive and decisive.

And then a big question has come. How can we say that something good is good enough? How bad is intolerable? The problem of how to reach a just, defensible, clear-cut decision never has an easy solution.In a sense, most protocols for such precise evaluative determinations are arbitrary, but they arenot necessarily capricious. Although many decision rules are set carefully in light of relevantresearch and experience or legislative processes, the rules are human constructions, and theirprecise requirements arguably could vary, especially over time. The arbitrariness of a cut score(for example, a score that classifies scores above it [the cut line] as good and those below itas unsatisfactory) is also apparent in different 𝛼 (alpha) and 𝛽 (beta) levels that investigatorsmay invoke for determining statistical significance. Typically, 𝛼 is set, by convention, at 0.05or 0.01, but it might as easily be set at 0.06 or 0.02. In spite of the difficulties in settingand defending criterion levels, societal groups have devised workable procedures that moreor less are reasonable and defensible for drawing definitive evaluative conclusions and making associated decisions.

    These procedures include applying courts’ rules of evidence andengaging juries of peers to reach consensus on a defendant’s guilt or innocence; settinglevels for determining statistical significance and statistical power; using fingerprints and DNAtesting to determine identity; rating institutions or consumer products; ranking job applicants orproject proposals for funding; applying cut scores to students’ achievement test results; pollingconstituents; grading school homework assignments; contrasting students’ tested performancewith national norms; appropriating and allocating available funds across competing services;and charging an authority figure with deciding, or engaging an expert panel to determine, aproject’s future. Although none of these procedures is beyond challenge, as a group they haveaddressed society’s need for workable, defensible, nonarbitrary decision-making tools (also seeCizek & Bunch, 2007).

When it is feasible and appropriate to set standards, criterion levels, or decision rules inadvance, a general process can be followed to reach precise evaluative conclusions. The stepssuggested here would be approximately as follows: (1) define the evaluand and its boundaries;(2) determine the key evaluation questions; (3) identify and define crucial criteria of goodnessor acceptability; (4) determine as much as possible the rules for answering the key evaluationquestions, such as cut scores and decision rubrics; (5) describe the evaluand’s context, culturalcircumstances, structure, operations, and outcomes; (6) take appropriate measurements relatedto the evaluative criteria; (7) thoughtfully examine and analyze the obtained measures anddescriptive information; (8) follow a systematic, transparent, documented process to reach theneeded evaluative conclusions; (9) subject the total evaluation to independent assessment;and (10) confirm or modify the evaluative conclusions.Although this process is intended to provide rationality, rigor, fairness, balance, andtransparency in reaching evaluative conclusions, it rarely is applicable to most of the programevaluations treated in this book. This is so because often one cannot precisely define beforehandthe appropriate standards and evaluative criteria, plus defensible levels of soundness for eachone and for all as a group. So how do evaluators function when they have to make plans,identify criteria, and interpret outcomes without the benefit of advance decisions on thesematters? There is no single answer to this question. More often than not, criteria and decisionrules have to be determined along the way. We suggest that it is often best to address the issuesin defining criteria through an ongoing, interactive approach to evaluation design, analysis,and interpretation and, especially, by including the systematic engagement of a representativerange of stakeholders in the deliberative process.

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Integrated Science Process Skills

Last time, we talked about operational definiton of basic science process skills. Now we will definite all of the phase of integrated science process skills operationally. Integrated science process skills consists of controlling variables, defining operationally, formulating hypothesis, interpreting data, experimenting, and formulating models.
1. Controlling variable means that students being able to identify variable that can affect an experimental outcome.
2. Defining operationally means that students stating how to measure a variable in an experiment.
3. Formulating hypothesis means stating the expected outcome of an experiment.
4. Interpreting data means organizing data anddrawing conclusions from it.
5. Experimenting means being able to conduct an experiment, including asking an appropriate question.
6. Formulating models means creating a mental or physical model of a process or event.

Several studies have investigated the learning of integrated science process skills. Allen (1973) found that third graders can identify variables if the context is simple enough. Both Quinn and George (1975) and Wright (1981) found that students can be taught to formulate hypotheses and that this ability is retained over time.

Others have tried to teach all of the skills involved in conducting an experiment. Padilla, Okey and Garrard (1984) systematically integrated experimenting lessons into a middle school science curriculum. One group of students was taught a two week introductory unit on experimenting which focused on manipulative activities. A second group was taught the experimenting unit, but also experienced one additional process skill activity per week for a period of fourteen weeks. Those having the extended treatment outscored those experiencing the two week unit. These results indicate that the more complex process skills cannot be learned via a two week unit in which science content is typically taught. Rather, experimenting abilities need to be practiced over a period of time.

Further study of experimenting abilities shows that they are closely related to the formal thinking abilities described by Piaget. A correlation of +.73 between the two sets of abilities was found in one study (Padilla, Okey and Dillashaw, 1983). In fact, one of the ways that Piaget decided whether someone was formal or concrete was to ask that person to design an experiment to solve a problem. We also know that most early adolescents and many young adults have not yet reached their full formal reasoning capacity (Chiapetta, 1976). One study found only 17% of seventh graders and 34% of twelfth graders fully formal (Renner, Grant, and Sutherland, 1978).

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Basic Science Process Skills

Well, from the article before we've talked about assessment in student skills espescially for science process skills. We're already know that there are two categorized of “Science Process Skills”, basic and integrated science process skills. First, basic science process skills have been developed with six phase. There are observing, inferring, measuring, communicating, classifying and predicting. Second, integrated science process skills that developed by the basic one which have some phase like controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models.

One of important things is we must definite all of those terms operationally, so we can determine circumscription of them. On basic science process skills, we have observing, inferring, measuring, communicating, classifying and predicting.
1. Observing means that researchers/educators/teachers driving students for using their senses gathering information about an object, event or phenomena.
2. Inferring means that students must arranging an educated guess about an object, event or phenomena based on previous phase (observing). Measuring means that researchers/educators/teachers escorting students for using both standard and non standard measures or estimates to describe the dimensions of an object, event or phenomena.
3. Communicating means that student must using words or graphic symbols to describe an action, object, event or phenomena.
4. Classifying means grouping or ordering objects, events, or phenomena into cateogies based on properties or criteria.
5. Predicting means stating the outcome of a future event based on a pattern of a evidence.

Numerous research projects have focused on the teaching and acquisition of basic process skills. For example, Padilla, Cronin, and Twiest (1985) surveyed the basic process skills of 700 middle school students with no special process skill training. They found that only 10% of the students scored above 90% correct, even at the eighth grade level. Several researchers have found that teaching increases levels of skill performance. Thiel and George (1976) investigated predicting among third and fifth graders, and Tomera (1974) observing among seventh graders. From these studies it can be concluded that basic skills can be taught and that when learned, readily transferred to new situations (Tomera, 1974).

Teaching strategies which proved effective were: (1) applying a set of specific clues for predicting, (2) using activities and pencil and paper simulations to teach graphing, and (3) using a combination of explaining, practice with objects, discussions and feedback with observing. In other words-just what research and theory has always defined as good teaching.
Other studies evaluated the effect of NSF-funded science curricula on how well they taught basic process skills. Studies focusing on the Science Curriculum Improvement Study (SCIS) and SAPA indicate that elementary school students, if taught process skills abilities, not only learn to use those processes, but also retain them for future use. Researchers, after comparing SAPA students to those experiencing a more traditional science program, concluded that the success of SAPA lies in the area of improving process oriented skills (Wideen, 1975; McGlathery, 1970). Thus it seems reasonable to conclude that students learn the basic skills better if they are considered an important object of instruction and if proven teaching methods are used.

What have we learned about teaching integrated science processes? We cannot expect students to excel at skills they have not experienced or been allowed to practice. Teachers cannot expect mastery of experimenting skills after only a few practice sessions. Instead students need multiple opportunities to work with these skills in different content areas and contexts. Teachers need to be patient with those having difficulties, since there is a need to have developed formal thinking patterns to successfully "experiment."

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Assesment of Science Process Skills

Sometimes a crunchy question comes after us. Is there any useful measures that could assess student skills completely? What kind of their skills that we're really want to know? Do we really need to know or just following rules in our nations? Or maybe it just for an obigation?
The goal of science education is to enhance all students’ scientific literacy; that is to help students grasp essential science concepts, to understand the nature of science, to realize the relevance of science and technology in their lives and to willingly continue their science study in school or beyond school (AAAS, 1993). The student-centered active learning process. Many researchers agreed that students bring their preconceptions to class in science education (Ausubel, 2000; Driver and Oldham, 1986). There are three important dimensions of science, viz: 1) content of science, the basic concepts and scientific knowledge 2) the process of doing science and 3) scientific attitudes (Opateye, 2012).

According to Ozgelen (2012), science process skills are thinking skills that scientists use to construct knowledge in order to solve problems and formulate results. Implicit in these definitions of science process skills is that these skills are integral and natural to a scientist; they are instruments for the study and generation of scientific knowledge; science learning and development of science process skills are integrated activities (Ongowo, 2013). Assessment in science education have a in position in this step of science process skills. assessment used for determine which stage are students being of their science process skills.

Effective teachers continually assess the progress their students are making toward intended learning outcomes. They make observations and ask questions and analyze responses on the spot and adjust their instruction as needed. This type of anecdotal and informal assessment can guide instruction, but it may not be structured or deep enough to truly assess a student's concept and skill development. However, several assessment strategies have emerged that help a teacher accurately determine if students are making progress (Shiverdecker, 2004).

Concept maps, portofolis, journals and other data collection techniques provide the depth of information an educator needs to adequately assess students’ progress. Each of this kind assessment have their own unique characteristics, but they are all embedded and authentic assesment. Embedded here means that those kind of assesmnet has being integrated of an instructional activity. Authentic means that all of problems used for assessment are scientific fact and avalable to apply in a real-world situations.

There are three strategies that can be used through assessment (Peterson & Olson, 2002). First, find out what students already know and use those information for planning instruction. Second, using formative assessments to guide instruction rather than to grade students. Third, using multidimensional assessment strategies that used to check student undertsanding and their performance.

Both the teacher and the student can learn from these types of assessment strategies. Using assessment as an informational tool allows teachers to determine if students are linking their current knowledge to new knowledge. Involving students in the assessment processes helps them learn to identify quality work and monitor their own progress. Developing and using a systematic method for gathering and interpreting evidence is beneficial for both the teacher and the student.

Portfolios
Portfolio must be more than a repository for student work to be an effective assessment tool. A well-planned portfolio provides students with an opportunity to demonstrate growth by selecting pieces that show progress towards mastery of scientific knowledge and scientific skills. The number or type of pieces to be included depends upon the goals for developing the portfolio. In any case, students should be given an opportunity to reflect upon their selections. The reflection allows students to assess their progress and set goals. A portfolio reflection also helps students learn to identify quality work and explain how they know one piece of work meets a higher standard than another similar piece of work.

Interviews and Questioning
Interviews and questioning are effective tools for determining if students are linking new knowledge to prior knowledge. Questions should be open-ended and should probe into what the student is thinking. Questions that seek only correct factual knowledge do not allow the teacher to determine if the student is constructing new knowledge. The best questions provide students with an opportunity to talk about the ideas they are developing relevant to what they are learning. Questions of this nature help teachers and students identify and correct misconceptions.

Science Journals
Journaling is a wonderful way to capture where a student is in terms of their conceptual understanding as they construct new knowledge. Regular journal entries provide a learning log that can help both teachers and students monitor progress, identify misconceptions, and make connections between prior and new knowledge.

Concept Maps
Concept maps are graphic organizers that help students make connections between pieces of knowledge. Typically, concept maps are hierarchical with the main idea in a position of prominence while supporting or related ideas are arranged in a way that the student can show how each supporting idea is linked to the main idea. Linking lines with linking words or phrases are used to complete the map. This concrete representation of a concept serves as a valuable data source for determining if students are constructing appropriate links between various bits of knowledge.

Drawings/Diagrams
Before and after drawings or drawings that represent what students think is happening also serve as a rich source of data. They provide students with an opportunity to express their ideas when they may not have the vocabulary skills to do so. Drawings and diagrams also encourage students to think about the details of what is happening. Before and after drawings used along with interviewing techniques give students an opportunity to identify the changes and express their understanding as to how the changes occurred.

Performance Assessments
Performance assessments give students an opportunity to demonstrate what they are able to do. Performance assessments can be group or individual activities and they can assess just process skills or a combination of process skills and content knowledge. The following ORC resources are examples of performance assessments:

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