Sentence examples for conceptual knowledge on from inspiring English sources

The conceptual knowledge on the post-test was correlated with conceptual knowledge on the pre-test (r = .21, P = .047).047

Conceptual knowledge on the post-test in the model concept map study condition was higher than in the self-explanation (Tukey HSD, P = .008) and concept map completion (P = .006) conditions (see Table  1).

The ANCOVA with conceptual knowledge as the covariate on the pre-test showed a significant medium condition effect on conceptual knowledge on the post-test (F (2, 87) = 6.656, P = .002, η2 = .133) and the ANCOVA with problem-solving performance on the pre-test as the covariate showed a medium condition effect on problem-solving performance (F (2, 87) = 3.984, P = .022, η2 = .084).084

Part I is focused on the conceptual knowledge of tendinopathies, anatomy, biomechanics and an exercise based approach while part II is focused on treatment options.

In the engineering course, the instructor intended for students to reference their lecture notes and rely on their conceptual knowledge of fundamental principles from the previous ARS class session in order to successfully answer the GIW questions.

Start working on the basic and the conceptual knowledge of the subject.

New learning model is challenging the education of engineers in embedded systems design through real-time experiments that stimulate curiosity with ultimate goal to support students to understand and construct their personal conceptual knowledge based on experiments.

Thus, our concept assessment consisted of 10 pre/post items, five focusing on conceptual knowledge and five on skill-based knowledge.

To build on conceptual knowledge I. To build on argumentative skills 6. Presenting results to other groups 7. Discussing results with other groups 8. Answering formulated questions related to scientific subject matter 3.

So in "A bunch of five-dollar bills were," we choose the verb based not on the singular nature of "bunch" but on the conceptual knowledge that we're focusing not on one bunch, but on the individual things that make it.

For instance, Michelle explained, "every class period I make connections between what I'm about to do and whether we're working on procedural knowledge or we're working on conceptual knowledge or we're working on meta-cognitive knowledge".