Sentence examples for conceptual competence from inspiring English sources

At the same time, it is necessary to address whether metarepresentational competence and conceptual competence grow together as students develop the statistical competencies we have explored here (English, 2013).

In this paper we advance an MDC-PS competence model that illustrates the relationship between conceptual competence (dosage problem-understanding), calculation competence (dosage-computation) and technical measurement competence (dosage-measurement).

We take a different approach and develop a framework that models classroom engagement as a function of students' conceptual competence in the specific content (e.g., the mathematics of motion) of an activity.

For this reason, the aim of this study is to assess the artificial intelligence based distance education system called ARTIMAT, designed to develop mathematical problem solving skills, in terms of the conceptual competence, the ease of use and students' contribution to the problem solving process.

However, unlike the conceptual competence model, it takes this to be a bias rather than an expression of conceptual competence.

Conceptual competence corresponds to factual knowledge that can be transmitted into action schemata.

Items were selected so that the abbreviated form: reflected the content of the conceptual model (competence, honesty, fidelity, and global trust); and contained both positively and negatively worded items.

For that purpose, a conceptual link between competence thinking and Triple Helix is constructed by a competence set model.

We evaluated the relationship between exposure to traditional didactic methods of education, prototypes of an authentic medication dosage calculation problem-solving (MDC-PS) environment and nursing students' construction of conceptual and calculation competence in medication dosage calculation problem-solving skills.

These diagonal intensions are not meanings or semantic values, since they do not figure in a compositional semantic theory and they do not reflect conditions for conceptual or linguistic competence.

The latter form of reflective self-consciousness presupposes both conceptual knowledge and narrative competence.