• No results found

The Effect of Inquiry Training Model Use the Media Phet Against Science Process Skills and Logical Thinking Skills Students

N/A
N/A
Protected

Academic year: 2021

Share "The Effect of Inquiry Training Model Use the Media Phet Against Science Process Skills and Logical Thinking Skills Students"

Copied!
7
0
0

Loading.... (view fulltext now)

Full text

(1)

! ! " # $ % & " ' "# ! " " " % " & ( ) * ( " +$,- " & ( ) ! - " ) & ( . * ( , +$, ! " " * + " " ( ( " ...)$ ...)/0 ...)$ . * ( , +$, ...)/ ! . " ( " " " " ( " " + " " " 1 " +& " ( . * ( , ) +$, + ( + ! 0 & ( . * ( , ) +$, + ( + ! 0 " " " " " & ( . * ( , +$, ! 2 " % * ( " 0 +$,0 " 0 $ % & $ $ $ $ ! +( $ " 3 " 0 4" " ! "( # $ % & " ' "# ' ,+ ,+ " (% "+ "( " " &+ * ( " +$, - "+ "( " " &+

(2)

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

(3)

2 " . " " .! & & ! ! ! . 5! $% ! . * ( , & & ! " ! & * & & " 5! $% " ! ! * ( " ! & 3 ! " ! " " " & . ! ! $%%+ ! ! & ) ! ) $% $ & ! ! & ! 5! $% ! * ( " " ! & ( ! ! ! " " ! #! $% & ! " ! ! ! 3 6 " $ 3 0 ! . * ( , ! ! $% 0 & ! . * ( , & ! ! ' ! ! 7 $% % & " ! ! ) $% " & ! ! & ! ! ! & ! & ! & ! & ! $% $ & ! * ( " & ! ! ' ! ! & 8 ). / % . * $% 1$% 4 ) " " ! . * ( , " +$, 0 & ! ! ! ! ' ! 0 & " $ ' ' ' 8 " ! . * ( , +$, ! ' ! 8 ! ! &

(4)

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

(5)

= * 4 > /! ! > /! ) 3 3 ) 9 % $%% /! 3(7 9 % %2 /! 3 ) 3! ! % % /! 3(7 3! ! % %44 /! ! ! ! * = * = > -! ! ! > -! ! ) 3 ! 3 ) % -! ! ! 3(7 %%% -! ! ) " ! . " 4 "), " 4 44 8 ! ! ! " ! ! ! () *# # * + - ! ! ! & ! " . * ( , +$, ! ! ! ' ! " 4 44 8 ! ! ! & ! . * ( , +$, ! & " ! ' ! * + * + > " ! 3 ! ) - / > ) $ ! 3 ) 0 = 22 % %% ( * + ! ) % %% . & ! -! -+ ? & ! & ! . * ( , +$, & ! ' ! () *# # * 4 44 8 " ! ! ! & ! . * ( , +$, ! & ! ' ! * % * % > " ! 3 ( 7! - / > ) $ ! 3(7 $ 0%2 22 % %$ ( * % ! ) % %$ . & ! -! - + ? & ! & ! . * ( , +$, ! ! ! ' ! ) ! " & " ! ! ! ! % %0= % +4% ) ! % % & ! & & ! & & ! ! > " ! & " 0% 2= " ! & ! ! 0% 2$ ) ! > ! * ( " 9* !

(6)

+ & ! 0 = % %% ) ! % % & ! & ! ! > " ! ! 4 24 " ! ! ! ! 24 2= - " & ! & ! * ( " +$, " ! & ! ! ' ! . " ! * ( " 9* ! & . 3 & @ 9 $% % & ! " " !" ! " & ! ! ! ! " ! ! " / ! " 2= + ? ( ! ! ) ! = =$? ( ! ! / ! ! 42 %? ( ! ! *+ +( * ( ! ) # #, ! " & ! & ! ! ! "% 4% % 4% ) ! % % & ! & & ! & & ! ! > " ! & % $+ " ! & ! ! 4 ) ! > ! * ( " 9* ! & ! $ 0%2 % %$ ) ! % % & ! & ! ! > " ! ! & 20 2= " ! ! & ! ! = 0 ) & ! $% $ " A " ! * ( ! & ; ). / = 3! ( ! ! ! " " ! ! " ! " ! ! ! ! $ 0+ B 24% + ? - " & ! ! & ; ). / = 3! ( 5 ! $%% & !

(7)

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

References

Related documents

11.1.1 Use of Python’s Abstractions in the Example Shaders The PyStream platform allows abstraction mechanisms from the Python language to be used when writing Python shader

Create one or two pieces of information (in a PDF format) that merchants will find valuable. Create a sequence of 10 emails that is sent to merchants on a pre-determined schedule after

Applied Portfolio Theory &amp; Capital Markets, Securities Valuation, Risk Management, Portfolio Construction, Investment Strategies &amp; Management, Derivatives

There was also no significant difference in the number of years taught by the teachers for most of the survey questions, although teachers who taught from one to six

Forest plots showing hazard ratios (HRs) obtained by univariate Cox analysis for (A) overall survival (OS) and (B) progression-free survival (PFS) according to the presence of

Abstract: PURPOSE OF REVIEW: Approximately 50% of all patients with primary central nervous system lymphoma (PCNSL) are 60 years or older and may therefore be considered as

However, due to the limitations of static source code analysis and some assumption on the programm code made by RIPS, false negatives or false positives can occur and a manual review

The random effect estimation revealed that the lag GDP per capita, growth of labour force (adjusted by the rate of technological progress and the rate of