1,721,147 research outputs found
Influence of contact area on oxide-oxide fusion bonding quality between 200mm quartz and silicon wafers
No full textHybrid copper dielectric direct bonding of 200mm CMOS wafers with five metal levels: morphologic, electrical and reliability characterization
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Students’ metacognition as a mediator between instruction and student cognition / Ng Peng Lan
Full text linkThis qualitative case study complemented by quantitative data analysis examined pre-university Sociology students‘ metacognitive processes and how their strategies change based on achievement and metacognition levels. The Planned Action Interview (PAI) on 53 students‘ metacognitive processes found three phases: Metacognitive Knowledge (MK), Metamotivators(MM), and Metacognitive Regulation (MR) and three dimensions of learning: metacognitive, cognitive, and behavioral. First, at the metacognitive dimension, MM mediates between MK and MR. Second, at the cognitive dimension, student metacognition mediates between instruction and learning. Student metacognition improves through reflecting, monitoring, controlling, and motivating strategies. The metacognitive profile of eight high achievers consisted of an evaluative reflectivist, high self-knowledge, self-motivated, high self-control, and self-constructivist. This profile provided guidelines to facilitate use of metacognitive skills. Characteristics of effective meta-tasks found were reflectivist, self-constructivists, engaging, evaluative, and optimally challenging tasks. The Planned Action Scale (PAS) consisting of 85 items was administered to 115 pre-university students. Both the PAI and PAS were adapted from the Motivated Strategies for Learning Questionnaire (MSLQ: Pintrich et.al 1991) and the Metacognitive Awareness Inventory (MAI: Schraw& Dennison, 1994). A one-way ANOVA compared the mean achievement scores of 115 students that were grouped as low, medium, and high metacognition. A significant difference was found, F (2, 112) = 8.50, p=0.001. Further analysis using a hierarchical regression technique showed that instructional task and student metacognition have a significant standardized effect, F (2, 112) = 18.52, p < .001 on student achievement scores. The qualitative and quantitative findings support the mediating role of metacognition in The Theory of Metacognitive Action Learning Strategies (MALS) for effective learning outcomes and future instructional designs
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Morphological characterization and mechanical behavior by dicing and thinning on direct bonded Si wafer
No full textPermanent wafer bonding in the low temperature by using various plasma enhanced chemical vapour deposition dielectrics
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