Literature review, should be earlier or later

Excerpt from a Fb Post (DG Support group):

I have a rather odd question with regards to lit reviews.

In my research, I have done 2 reviews, i.e.
1) the general lit review that covers all aspects of my research. For example, entrepreneurship, innovation and creativity
2) I also did a systematic lit review to specifically answer one part of a my research question. For example, what is entrepreneurship? This is due to the many perspective and definitions of entrepreneurship and has arguably given more confusion to this specific body of knowledge.

My question is, due to the nature of lit review and systematic lit review (for its purpose in relevance to answering research question(s):

1) can I have 2 reviews in on one thesis?

- If so, any recommendations on how to position the two reviews? Obviously, the normal lit review can be in Chap 2. BUT the systematic lit review is a method chosen to answer one of the RQ thus not making it part of Chapter 2?

- if I have no options and I need to have only 1 review, i.e. in Chap 2, how do I then differentiate the two reviews when the Systematic Lit Review is answering a specific question in the RQ?

Thoughts / advice on the matter is greatly appreciated.

Thank you.

My response:

The problem with Malaysian theses is that they are to be looked and appeared structured or linear. But the fact is that, thesis writing and doing research are not linear processes. I faced the same problem too while I was doing my PhD- where to put the review that I recently found after my data collection? If I put it in the later chapter it may look awkward for I appeared to be doing an insufficient review before my data collection. On the other hand, if I put it earlier, then the suspense ends there since the answer is already known, why bother to do the research then? This chronical can just go on and on in order to fix and conform to the norm of a linear process.

Luckily, my supervisor's idea and mine are parallel-don't worry too much about where and when it should go into your thesis, the main thing is that you just know how to make your thesis/argument a case. Embed and intertwine the info from lit reviews as to support your case and argument. If you feel it should support your discussion then bring it in in your discussion chapter. If you feel like putting it earlier then give some hints (and only hints) earlier just to create some curiosity (and make a case that the issue should be researched on).

Well, i dunno whether I have made myself clear to you. But the gist is, only you know how to craft your own thesis to make it convincing. Writing a thesis is like playing with a magic spell, it's nothing, believe me, it's nothing at all, it's just so small, to others.  But since you are the one who feels that it's a big issue and that you feel you are the magician, the magic wand is all yours and with that, you "make things happen"!

Just my 2 cents. All the best.

Do we need to use sophisticated gadget during lesson starter (induction set)

Watch this video: A simple yet effective lesson starter



Do we need to use sophisticated gadget during lesson starter (induction set)?

The answer is Yes and No

Why?

Well, if you have access to a sophisticated gadget that will make your students wide-mouthed watching you and your gadget, then, YES!!!! on your mark!!!!! Get set Go!!!!


But, unfortunately, you're 'dumped' at a rural school, a mediocre school, with no access to internet , or no electricity to plug in your gadget, or no projector to flare your beautiful powerpoint, then what choice do you have as a lesson starter?

Now, look around you.

What do you have? what the environment can offer you?

Oh! My pupils always mess their places. Really? Then, use that as your 'weapon'.

"C'mon boys and girls, do you want some treat? Those who have the cleanest table will get a treat from me during recess tomorrow "

Your voice!!!! Make it sound fun. Of course, use your sense of humor.

You know your students better than me. Do homework on your students' background- part of a teacher's job -  and a  compulsory trait for effective teachers.

well, to get some idea, you may watch this video.

This teacher wants to teach 'Verb: jump, run, stomp, etc" but she needs to get her students to listen attentively to her prior to the lesson.

This video shows how she deliver her induction set.

Follow my channel if you like: N Kushairi

Thank you very much.
DrNK

Set induksi: mengapa perlu fikir terlalu kompleks?

'teacherlearn Series' -DrNK
Siri 'gurubelajar'- DrNK


Saya nak minta semua pelajar seliaan saya perhatikan perkara berikut:

1. Set induksi gunakan kaedah atau bahan bantu mengajar yg hampir dgn kehidupan murid.

Tujuannya: galakkan murid respon dengan aktif apabila mereka sendiri pernah alami peristiwa atau kejadian yg guru sedang ceritakan.

Cth:
Guru nak ajar pasal jenis tanah.

Guru nak tarik minat murid pd pelajaran dan juga nak korek pengetahuan sedia ada murid.

Guru mulakan dengan soalan:
Siapa pernah pergi pantai?( ini soalan ringkas, tahap rendah, tapi cukup utk cetuskan respon murid dan hikangkan rasa takut murid)

Murid respon. Soaljawab berlaku:
Pantai mana?
Dgn siapa?
Seronok?

Baik tutup mata kamu. Bayangkan sebuah pantai yg kamu pernah pergi. (Guru guna nada yg sesuai, bercerita)

Kamu nampak awan...
kamu nampak langit...
Pohon nyior...
Pasir... kamu pijak dgn tapak kami... apa kamu rasa?....dapat rasa tak?
Mcmn rasanya?
Best tak?

Baik buka mata.
(Waktu ini guru nk tnjk gambr pantai pn boleh)

Mula Soaljawab ttg rasa tanah, sentuh ttg teksturnya dll.

Baik. Apa lagi jenis tanah yg kamu tahu??

Cungkil idea murid
Jana idea murid

Baiklah agak2 kita nak belajar apa hari ini?

Lalu... cikgu masuk ke dalam aktiviti utama.

Set induksi ini berlaku dlm 5 -7 minit sahaja.
Harus smooth flow ke dlm topik hari itu.

Tujuan aktviti permulaan:
-Tarik minat murid
-Sediakan minda murid
-Korek pengetahuan sedia ada murid.

Ingat! Aktiviti permulaan yang relate dgn kehidupan murid lebih berkesan.

Think aloud!
Share your deas.

DrNK

Hands-on but minds-off? Where does the constructivism go?

'Ohh! That dreadful practicum' series-DrNK

Today I observed a trainee-teacher  teaching Science to Year 3 students.

The teacher told me that he had prepared a constructivist-approach lesson.

A very well-planned lesson, I would say, which I would like to share it with you.

Topic: Tanah (Soil)- types and properties
Objectives: Pupils will be able to differentiate the types of soil in terms of their texture.



While watching the video, please help yourself with these questions:

1. What do you understand from a constructivist approach?
2. Do you think the approach the teacher used is a constructivist one (video 1)?
3. Compare the first video with the second video.
Are there any differences that you see?

have your say.

Video 1: students line up

Then, read this:
In the first video, teacher called upon a group to line up and touch and feel the soil. then they went back to their table.

While other students were forced to wait at their table and did nothing.

Questions:
-Were the students remember 'the soil' once they got back to their table? Why didnt the teacher gave a set of soils for each group and let them explore on their own?
-Why made the other pupils waited without doing anything?

video 2: students 'do' the soil thing

In the second video, pupils are given the chance to 'feel' the soil. What do you think the pupils feel about this learning experience? Compare with the first video, were they happy?


apart from the above matters, it's not only about hands-on that we should focus on. The more crucial part is how we foster the 'minds-on', in other words, the HOTS in students while they carry out such activities?

Well, it's your turn to think!

#teacherlearn
#gurubelajar

DrNK

Why we sigh when it comes to doing research? (Translated)

Generally speaking, most of us (including me, myself, once upon  a time was worse, now it's a bit better) would sigh when asked to do a research. Why?

Too difficult to do? Something is not in our routine? It's too academic? Or is it just for the 'intellectual' out there?

Adakah kerana ianya sukar? Sesuatu yang bukan rutin harian? Sesuatu yang terlampau ilmiah. Atau kerana ianya di'brand'kan pada intelektual sahaja?

Sedangkan sehari-harian kita sebenarnya terdedah dengan fenomena yang boleh mencetuskan pertanyaan. Dari pertanyaan, timbul rasa ingin mencari jawapan..Nah, itu lah basic kepada suatu penyelidikan...persoalan yang ingin dicari jawapannya. Jika anda sudah ada perasaan itu, maka anda telah menempah tiket penerbangan untuk menjadi seorang penyelidik (mungkin perkataan ini menggerunkan). Baiklah, sebenarnya bahkan bukan itu sahaja, anda sebenarnya menempah untuk menjadi ilmuwan, kayawan, jutawan, budiwan (?), budiman. Bukanlah semua 'wan-wan' ini sesuatu gelaran yang positif? Tak perlu lihat dari sudut material sahaja. Pengertian jutawan dan kayawan melalui hobi menyelidik ini adalah sesuatu yang implisit, bukannya bermaksud wang ringgit. Anda akan lebih berpengetahuan, lebih berdaya tahan, lebih berdaya saing, minda lebih tajam, dan bla, bla... Anda perlu laluinya sendiri baru anda dapat rasakan ni'mat 'wan-wan' ini. Tunggu apa lagi..teruskan pengembaraan anda.

Sekarang, di awanan pengembaraan mencari jawapan, lengkapkanlah diri anda dengan ilmu-ilmu menjalankan kajian. Kenapa peru ilmu ini? supaya jawapan yang anda temui nanti tinggi kebolehercayaannya dan kesahannya dan bukan hanya semata-mata tekaan atau dakwaan kosong. Kelak orang yang sedang mencari jawapan kepada persoalan yang sama akan senang mengiyakan penemuan anda itu. Ilmu-ilmu inilah yang dikatakan ilmu ke arah proses yang sistematik dan saintifik dalam mencari jawapan.

Berbeza dengan penemuan kepada persoalan tanpa melaui kaedah yang sistematik dan saintifik, penyelidikan yang tidak melalui kaedah yang saintifik dan sistematik atau diterjemahkan ke dalam bahasa omputihnya, 'rigorous',  akan hanya mengundang rasa tidak percaya orang yang membacanya. Maka berhati-hatilah apabila anda sedang mengembara mencari jawapan, kerana jawapan yang diterima secara ilmiah adalah yang melaui proses yang saintifik, sistematik dan rigor.

About writing

Write 50 words. That's a paragraph.

Write 400 words. That's a page.

Write 300 pages. That's a manuscript.

Write everyday. That's a habit.

Edit and rewrite. That's how you get better.

Spread your writing for people to comment. That's is called feedbacks.

Don't worry about rejection and publications. That's a writer.

When you are not writing. Read.

Read from the writers better than you. Read and perceive.

Author anonymous

English in social science versus...

Siri scholarly teacher

Bila baca pengalaman masing-masing, it reminisces mine.

With regards to English usage, i'm not a TESLian and being dumped in Bristol's post grad school of which surrounded by mostly TESLian colleagues really proved a challenge to me (despite my IELTS 7.0 😇). 

My SV once said, my English is too structured, which is not suitable for social science language. 

This led her to send me to english class (what??!!! wait, my ielts is 7 kot) hence made me feel so bad to have to learn English again!!!

And she continued saying that I love to write ' the data proves that' which for her in social science seems inappropriate. She said,  in social science, the language must be well guarded like, 'the data suggests that', 'it may well be obvious that...' NOT 'it is obvious....' bla bla bla. 


Saya termenung, rupanya ada style tertentu untuk English social science ni...macamana nak blajar lenggok English for social science? 

The grammar is one thing, article 'a' 'the' bila nak buh and x perlu buh... Fuhhhh. Baca mat salleh tulih sedap je.

Lama saya terperuk di library menatap thesis dan articles written for pure and social science discipline, comparing and contrasting and trying to rewrite. 

Gradually and finally saya dapat lah nmpak bezanya. Rupanya lenggok bahasa social science lebih mencabar especially if you're doing quali or mixed. It was truly a learning process for me. 

From the experience, I learnt how to write critically and analytically (still learning actually) and the process goes on till now.  

The more u think u know, the more u don't know how much more is unknown, and that keeps u motivated to go along.

The excitement of knowing what you don't know and about to discover, keeps yourself moving on... 

DrNK
#fikirxhabis
#ABL_Akubukanliabiliti
#Mujahidilmu