OTHMAN TALIB

Official Presenter for MENDELEY

www.drotspss.blogspot.com
www.facebook.com/othman.talib
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Prof Dr Karlsson
Vice President Mendeley,
Academic Relations ELSEVIER
(26 Feb 2015, SEOUL)
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Why thesis / dissertation must be..

1. Original
2. Novel
3. Significance
4. Publishable

1.Original
Did you do it independently?
(Old school something had not been done)

DECLARATION OF ORIGINALITY
This work contains no material previously
published or written by another person,
except reference has been made in the text.
I give permission for this copy of my thesis,
when deposited in the University Library, to
be available for loan and photocopying.
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2. Novel
What else need to be done?
(Old school - What is the research gap?)

- Unique
- To add value
- To generate knowledge

3. Significance
Why scholars care about it?
(Old school - So what?)

- Develop model / instrument

- Develop prototype / simulation
- Revised math formulation / algorithm
- Contribution to the knowledge

4. Publication
What is the evidence of contribution
to knowledge
- Scope + readers + hot (current / recent)
- Why editor want to publish it?
- Ranking - Scopus, WoS, peer-reviewed
- Share, disseminate, collaborate, network

KOT
TOPIC OF INTEREST
(Area of Investigation)

1. PRELIMINARY LITERATURE SEARCH OTMF - MOT

2. ARTICLE MANAGEMENT - FBOT
3. READ, WRITE, CITE - ZDOT
4. REVIEW - ROT
Articles

PROPOSAL

THESIS

GOT

Literature Search
Sensitive sufficient enough (quality)
Specific efficiency (save time)

Use operator:
Risk AND management , risk management
test* = tested, test, testing, testable
*test = pretest, posttest
*test* = pretested

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Article [A - 2011]
When the zero flow scenario cannot be accomplished, the winds
kinetic energy may not be utilised [B - 2000] as wind turbine
efficiency cannot be predicted [C 2001]
References:
[B - 2000] .
[C - 2001] .
Your paragraph [2015]
The kinetic energy obtained from the wind cannot be utilized
because of the difficulty to determine the effectiveness of wind
turbines [A - 2011]. However, D [2013] found that the wind kinetic
energy can be revised..
References:
[A - 2011]
[D - 2013]

Do you have to read all papers cited in the paper?

The research community has studied many facets of problem solving, including:
memory and its organization (Chase & Simon, 1973; Greeno, 1973; Niaz, 1989;
Staver & Jacks, 1988); describing the problem space (Ernst & Newell, 1969; Mayer,
1975); categorizing problems (Bunce, Gabel, & Samuel, 1991; Chi, Feltovich, &
Glaser, 1981; Middlecamp & Kean, 1987; Smith, 1992); testing conceptual
understanding as it relates to problem solving ability (Gabel, 1981; Gabel & Bunce,
1994; Gabel, Sherwood, & Enochs, 1984; Herron & Greenbowe, 1986; Nurrenbern,
1979; Nurrenbern & Pickering, 1987; Sawrey, 1990); and teaching problem solving
skills to students by a variety of methods (Bodner, 1987; Bunce & Heikkinen, 1986;
Dods, 1996; Frank, Baker, & Herron, 1987; Friedel, Gabel, & Samuel, 1990; Phelps,
1996; Smith, Powell, & Wood, 1995; Towns & Grant, 1998).

The term problem solving is used in many disciplines, sometimes with

different perspectives, and often with different terminologies. There are
also many skills of problem solving such as (i) classifying problems into
categories, (ii) problem solving skill and (iii) teaching problem solving
using difference approaches (Cartrette, 2009). However , the focus in
this study is to consider shifting the focus of problem solving from
solution generation based on problem categorization to understanding
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of the process by which problem solving occurs.

Why cited?
1. To inform readers the sources of info /
understanding
2. To give credit to authors for the idea / info
3. To avoid plagiarism

As cited in?

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Analysis + Synthesis = Critical Review

2D animations in science instruction for enhancing
students with different academic background in
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)
More info: http://drotspss.blogspot.com/2010/10/tajuk-14-mensintesis-lr.html
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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 concepts (Don,
2010; Sweller, 2009).

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ZDOT - writing to develop ideas

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