Sentence examples for deep conceptual learning from inspiring English sources

Despite the affordances of haptic technologies, which could serve as scaffolds for deep conceptual learning, their true potential in education has not been fully harnessed and little research has been done to investigate its effectiveness for learning difficult concepts.

Proponents of inquiry-based instruction argue that teaching through inquiry improves student engagement in science learning and promotes deep conceptual learning of scientific concepts because it introduces students to a type of learning that 'parallels the work of practicing scientists' (Capps and Crawford 2013; Hodson 1992).

Despite the affordances of haptic technologies, which could serve as scaffolds for deep conceptual learning (Jones & Magana, 2015), their true potential in education has not been fully harnessed and little research has been done to investigate its effectiveness for learning difficult concepts (Minogue & Jones, 2009).

Results showed that both low-level and deep conceptual learning were equivalent between the conditions.

PBL has been shown to help K-12 and university students in a variety of subjects develop deep conceptual learning, problem-solving ability, and self-directed learning ability (Hmelo-Silver, 2004).

This is further supported by their finding that high-level test questions stimulate deeper conceptual learning and better learning retention then do low-level test questions [ 23].

Importantly, high-level questions appear to stimulate deeper conceptual learning and better learning retention then those pitched at a lower level [ 23].

A third and related recommendation is that genuine transformation of classroom teaching necessitates deep conceptual change in teaching and learning for faculty.

A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction.

McElhaney et al. (2015) conducted a meta-analyses study documenting how dynamic visualization contributes to conceptual learning and deeper understanding of complicated science topics.

If an aim of active-learning instruction is deep conceptual understanding, then we should limit it to the interactive and constructive modes of cognitive engagement.