Sentence examples for developing inquiry from inspiring English sources

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).

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.

Ben's communication level rated by TIR is level 1.5 (between pre-inquiry and developing inquiry) that is consistent with CDAT coding results (Fig. 5) with extremely limited numbers of reasoning components and simple IRE discourse patterns.

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.

We were particularly interested in developing inquiry-based learning activities that promote conceptual change, that is, activities that help students correct their existing misconceptions.

For example, the University of Maryland, Baltimore County (UMBC), is taking the lead on developing inquiry-based learning modules for introductory biology courses that train students to apply quantitative reasoning and mathematical modeling to explain biological phenomena.

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.

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.

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.