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Promoting students' attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers' attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students' scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students' scientific attitudes compared to conventional teaching methods.

This study was done to explore elementary school children's waste consciousness at NES and NonNES. The pupil's consciousness was viewed from three aspects: knowledge, attitude, and action in relation to waste and its management. The study involved 647 elementary school pupils in Denpasar city, Bali, Indonesia. The data were collected using questionnaire, interview, and observation. The question coverage covers 1) the types of solid waste and the colors of the garbage bins for them, 2) waste management actions taken at school, 3) waste management difficulties faced at school, 4) pupils' attitudes when seeing an inappropriate waste disposal behavior, and 5) actions taken to reuse waste at school. The data were analyzed through qualitative and percentage analysis. The result showed that pupils' consciousness of the NES and those of the others do not differ much. Hence, the winning of the National Eco-School reputation does not guarantee the possession of a higher level of waste consciousness of the pupils than that of those who come from other schools.

This research investigated the relationships between pre-service chemistry teachers' science process skills and critical thinking skills. The sample consisted of 146 pre-service chemistry teachers (47 males, 99 females) drawn from an Indonesian public university in the first semester of 2017/2018 academic year. Through a quantitative correlational research design, convenience sampling was employed. To collect data, an Observation Checklist for Science Process Skills (OCSPS) and an Oliver-Hoyo Rubric for Critical Thinking Skills (OHRCT) were used. The results showed that pre-service chemistry teachers' science process and critical thinking skills were low. Further, it was found that there was a significant difference between mean scores of females' and males' science process skills and critical thinking skills in favor of females' ones (p < 0.05). Furthermore, it was elicited that there was a significant difference between mean scores of their science process skills and critical thinking skills in terms of grade (p < 0.05). Lastly, a high positive and linear correlation between their science process skills and critical thinking skills appeared when chemistry laboratory course was taken into consideration (r = 0.793; p < 0.05). It can be concluded that an increase in students' critical thinking skills influences their science process skills. To improve their performances through research-based educational programs, some implications were made.

The purpose of this research was to understand the misconception level of 10th grade students in Yogyakarta province of Indonesia in understanding the concept of ionic and covalent bonds. The ionic and covalent bonds were chosen based on the need assessment on chemistry teachers. This study was included qualitative descriptive research which described the level of students' misconceptions. The sample of this study was 56 10th grade students. The sample was selected by using purposive random sampling technique. The data was collected by three-tier diagnostic test. The data was analysed to determine the percentage of misconception level. The results indicated that the 10th grade students in Yogyakarta suffered misconception with high, medium, and low categories of 19.05%, 42.86%, and 9.52%, respectively.

Purpose: Although critical thinking skills (CTS) and scientific process skills (SPS) are the beneficial skills needed in the 21st century learning, the fact is that the acquisition of these two skills is still low. Research with a focus on improving these skills by using inquiry-based approach is also limited. Therefore, this quasi-experimental study aimed to enhance preservice elementary teachers' CTS and SPS by using Inquiry-Based Laboratory Instruction (IBLI). Method: A pretest-posttest control group design was executed. A total of 43 students who attended Teaching Science in Elementary School-II Laboratory Course at the Muhammadiyah University of Ponorogo were divided into two groups using cluster random sampling. The experimental group (n=21) was taught by using IBLI, while the control group (n=22) was taught by using traditional laboratory method. The Oliver-Hoyo Rubric for Critical Thinking (OHRCT) and the Observation Checklist for SPS (OCSPS) were administered. The data were then analyzed by using normalized gain score and MannWhitney U test at significance level 0.05. Findings: There was a significant difference in terms of CTS and SPS between control and experimental groups in favor of experimental group students. It was found out that gained CTS score of control and experimental group students was 0.58 and 0.80, while gained SPS score was 0.60 and 0.81, respectively. It can be highlighted that IBLI had a significant effect on preservice elementary teachers' performance compared to the conventional group. Implications for Research and Practice: The findings suggest that IBLI is considered as the effective method to foster CTS and SPS of preservice elementary teachers. According to results, it is recommended that preservice teachers need to be given opportunities to develop handson and minds-on experiences in the science laboratory activities. The lecturers should utilize IBLI to develop students' various lifelong learning skills.

The Next Generation Science Standard (NGSS) is an educational standard used in the United States. It is also used in Indonesia because it has characteristics similar to Curriculum 2013, which is used today. This standard is adapted in science learning because it is expected to easily measure students' processing skills in a specific theme. Science learning by a process must be measured by students' specific skills and comprehension. This study aims to reveal the feasibility of NGSS-oriented science learning tools. The tools are lesson plans, science worksheets, and assessments of the developing and using model skills through observation. To improve the skill of developing and using models using NGSS-oriented learning tools, we made quasi-experiment with one experiment and one control group. The developing and using models skill data were obtained by an observer through an observation sheet during the science learning process. The obtained data is further analysed to obtain a score which showed that the developing and using models skill of the experimental class, i.e., 3.69 is higher than that that of the control class, i.e., 1.58. The results include the validation of NGSS-oriented learning tools scored by experts, science teachers, and students in preliminary field testing.

This research explored the level of students' basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students' basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students' performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students' basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students' process skills in order to plan in such a manner that they can assist to raise their students' current basic and integrated SPS.

The criteria for differentiating symptomatic from asymptomatic HIV-associated neurocognitive disorder require evaluation of (1) cognitive impairment, (2) daily functioning declines, and (3) whether the functional declines are attributable to cognitive versus physical problems. Many providers rely only on self-report to evaluate these latter criteria. However, the accuracy of patient-provided information may be limited. This study evaluated the validity of self-assessment for HIV-associated neurocognitive disorder (HAND) diagnoses by comparing objective findings with self-report of criteria 2 and 3 above. Self-reports were used to stratify 277 cognitively impaired HIV+ individuals into functionally dependent (n = 159) and independent (n = 118) groups, followed by group comparisons of objective functional problems. The dependent group was then divided into those who self-attributed their functional dependence to only cognitive (n = 80) versus only physical (n = 79) causes, for further comparisons on objective findings. The functionally dependent group was significantly worse than the independent group on all objective disability characteristics except severity of cognitive impairment, while those who attributed their dependence to physical (versus cognitive) factors were similar on all objective physical, cognitive, and functioning variables. Of note, 28 % of physical attributors showed no physical abnormalities on neuromedical examinations. Results suggest that patient report is consistently associated with objective measures of functional loss; in contrast, patient identification of physical versus cognitive causes is poorly associated with objective criteria. These findings caution against relying solely on patient self-report to determine whether functional disability in cognitively impaired HIV+ individuals can be attributed to strictly physical causes.

Previous neuroimaging studies suggest a negative relationship between the apolipoprotein (ApoE) ε4 allele and brain integrity in human immunodeficiency virus (HIV)-infected (HIV+) individuals, although the presence of this relationship across adulthood remains unclear. The purpose of this study is to clarify the discrepancies using a large, diverse group of HIV+ individuals and multiple imaging modalities sensitive to HIV. The association of ApoE ε4 with structural neuroimaging and magnetic resonance spectroscopy (MRS) was examined in 237 HIV+ individuals in the CNS HIV Anti-Retroviral Therapy Effects Research (CHARTER) study. Cortical and subcortical gray matter, abnormal and total white matter, ventricles, sulcal cerebrospinal fluid (CSF), and cerebellar gray matter, white matter, and CSF volumes, and MRS concentrations of myo-inositol, creatine, N-acetyl-aspartate, and choline in the frontal white matter (FWM), frontal gray matter (FGM), and basal ganglia were examined. Secondary analyses explored this relationship separately in individuals ≥50 years old (n = 173) and

It is important to enable the students to have the scientific skills and attitudes which are well developed in order that students can be competitive in the global society, however, it appears that many students are lacking these required competences. As such, this research aims to investigate the Science Process Skills (SPS) and Chemistry Attitudes (CA) and analyze the correlation between those two variables. Convenience sampling was executed to select 152 undergraduate chemistry students at the Yogyakarta State University in the academic year 2017-2018. This survey involved quantitative method and correlational design. The data were obtained by using Science Process Skills Observation Checklist (SPSOC) and Attitudes towards Chemistry Scale (ATCS). The Cronbach's alpha reliability coefficient of each instrument was 0.88 and 0.84 respectively. The descriptive statistic, T-test, Pearson correlation, and regression analysis were used at significance level 0.05. Based on the findings, students' SPS and CA were classified low and moderate respectively. There was significant difference between SPS and CA scores based on gender in favor of female students. Additionally, there was significant difference between students' SPS and CA scores based on grade levels in favor of second-year students. According to the result of the correlation and regression analysis also showed a high positive and significant correlation between SPS and CA. It can be concluded that students who have high SPS score tend to have positive attitudes towards chemistry. Implications of the findings on the pedagogical practices have been discussed.

The quantity of medieval pilgrim badges discovered in Estonia has significantly increased over the past six years. In 2018, during archaeological excavations in a 15th-century landfill located in the vicinity of Jahu and Väike-Patarei streets in Tallinn, close to forty pilgrim badges and scallops were unearthed. Some of these artifacts, either fragmented or without parallels elsewhere in Europe, remain unidentified. Among these lead-tin alloy badges was a two-piece fragment depicting a figure holding a flag with a lily and a partially preserved vessel, encircled by a Middle Low German inscription in minuscule, which translates as "...count of Schwerin" and "badge of the holy.." Additionally, in the same year, a similar badge was discovered in another excavation in Tallinn. This badge, too, is fragmented, but fortunately, the entire inscription can be reconstructed. It commences with: "guncelinus greue van swery[n]" and extends to the other side of a small coat of arms: "teke[n] des hilgen blodes to rige" The stylistic features of the badge allow for dating it to the latter half of the 15th century. Until recently, only one type of pilgrim souvenir had been associated with medieval Livonia, particularly Riga: an almond-shaped badge from the late 13th century depicting the Madonna seated on a throne, encircled by an inscription in majuscule: "SIGNVM S MARIE IN LIVONIA REMISSIONIS PECCATORVM." Discoveries in Tallinn now suggest that by the late Middle Ages, a generic badge like this no longer met the demands of pilgrims, leading to the production of specific badges for the relic of the Holy Blood in Riga Cathedral. Previously, it remained uncertain when and how this precious relic had arrived in Riga. The inscription on the badge mentions Schwerin, where at least one, if not two, relics of the Holy Blood were housed in the Cathedral, notably one gifted by Count Heinrich I in 1222. Further examination of the historical and familial ties between the Church of Riga and Schwerin unveiled that Count Gunzelin III, Heinrich I's son, was summoned to Livonia as a crusader in 1267 and appointed by Albert Suerbeer as the protector of the Archdiocese. Even more intriguingly, Gunzelin's son Johannes, a canon in Schwerin, was elected as the Archbishop of Riga in 1294. Documentation from the late 1290s suggests that the Cathedral of Schwerin received a fragment of the relic of the Holy Cross from the Church of Riga. Hence, it is probable that in the late 1290s, the Churches of Riga and Schwerin engaged in an exchange of revered relics, with a portion of the Holy Blood relic arriving from Schwerin to Riga during that period. In the late 14th and 15th centuries, this relic became embroiled in conflicts between the Archbishop of Riga and the Teutonic Order in Livonia. The central figure depicted on the pilgrim badges likely represents either Gunzelin I, the first count of Schwerin, who received a relic of the Holy Blood from Henry the Lion of Saxony, or Gunzelin III, the progenitor of Archbishop Johannes, who established a chantry of the Holy Blood in the Cathedral of Schwerin in 1274, linking it with the memoria of his lineage. In either scenario, it underscores the enduring importance, even into the latter half of the 15 th century, for the Church of Riga to commemorate Gunzelin's name on the badge and visually associate him with the relic of Riga. The partially preserved vessel held by the figure likely represents a monstrance, alluding to the golden monstrance in which the Riga relic was housed. The banner bearing a lily and the diminutive coat of arms with the same emblem at the count's feet may either signify the coat of arms of the early counts of Schwerin, featuring a lily flanked by two dragons, or the coat of arms of the cathedral chapter of Riga. The discovery of two distinct badges in Tallinn originating from different matrices suggests that the production of pilgrim souvenirs in Riga was likely quite prolific. It remains uncertain whether the relic of the Holy Cross also had its own badge or if metal badges were similarly crafted at other pilgrimage sites in Livonia. [ABSTRACT FROM AUTHOR]