Sentence examples for conceptual restructuring from inspiring English sources

To obtain conceptual restructuring about evolution, we need active and participative mental processes.

Research on cognitive conflicts (Posner et al. 1982; Strike and Posner 1992) has yielded varied results, but generally shows that students abandon preconceptions when teachers carefully guide them through a process of conceptual restructuring.

(3) The project applied constructivist didactic practices (pre-knowledge stimulation and assessment, interactivity, inquiry-based and problem-setting learning, discovery learning, social exchange, and collaborative learning; exploration rather than explanation or simple information giving; attention to changes of ideas and conceptual restructuring and to the awareness of them, etc).

The model emerges directly from our human constructivist perspective and focuses attention on the critical relationships among meaningful learning, knowledge restructuring, and conceptual change.

Every attack is revised, reformulated, rephrased, reduced and if possible reversed altogether so that it fits the original model with as little conceptual revision or social restructuring as possible (Rhode 1997).

Group 2 students added mutation later, and at the time of the final exam, they were still possibly tuning or restructuring their conceptual models to accommodate the new concept; their propositions, thus, were less accurate than those of group 1.

Comparisons of the institutional approaches with the approaches during teaching practice confirm the importance of an inductive approach in which different practice experiences, systematically aimed at making the students restructure their conceptual frameworks of learning and instruction, are used for reflection.

Since the beginning of the 1990s, societal and scientific exchanges are being restructured as the conceptual approaches towards new nature conservation strategies have been renewed.

The switch then reverberates back to restructure the left-hemisphere conceptual network, now made apt for dealing with the existential crisis.

Designing games around conceptual integration focuses on supporting students in restructuring these cueing priorities through experiences in the games.

As a consequence, simple explanation or transmission of knowledge generally is not sufficient or suitable for restructuring pre-existing information or for activating conceptual changes.