Sentence examples for develop inquiry from inspiring English sources
Because the QFT is principally used as a means to develop inquiry skills for students, its subsequent stages that follow brainstorming involve classifying the questions as either open and closed.
For the HA class, the outside activities are proposed to design for encouraging students to do personal inquiry of the science phenomena and elaborate their understanding and develop inquiry skills based on the outside inquiry activities.
The project was designed to assist teachers to comfortably present introductory space science concepts, to support them in their efforts, and to aid them in encouraging their students to develop inquiry skills related to space sciences.
The drawings created by the children also function as a formative assessment to help teachers develop inquiry activities that will allow the children to advance their conceptual knowledge.
Efforts are geared at developing a qualified physician or paediatrician with a keen interest in neurology and well equipped to develop inquiry, analysis and action into problems of neurological disorders.
By having this knowledge about their students, teachers can develop inquiry activities that would best serve their own students' learning needs in coming to understand how plants function, connecting back to the twelve principles of plants (American Society of Plant Biology, 2014), the state science standards, and the Next Generation Science Standards (Achieve, 2013).
La main à la pate, http://lamap.inrp.fr// is another example of a comprehensive website that aims to develop inquiry-based science education in primary and lower-secondary schools, with a hands-on approach being the pedagogical principle.
Within each of the six constructs, there are four levels: "pre-inquiry," "developing inquiry," "proficient inquiry," and "exemplary inquiry".
There were four inquiry levels, with a score of 1 given to Pre-inquiry, 2 to Developing Inquiry, 3 to Proficient Inquiry, and 4 to Exemplary Inquiry.
After considering all the five factors, both teachers were observed to have performed between Pre-Inquiry (Level 1) and Developing Inquiry (Level 2), and a holistic score of Developing Inquiry (Level 2) was assigned to both teachers (Table 2).
The greater number of published exercises in BCDGMB could be due to a variety of reasons, including a greater number of laboratory courses, the ease of developing inquiry-based exercises, higher rates of curriculum development, and greater dissemination of inquiry-based labs in the peer-reviewed literature in BCDGMB.
