Sentence examples for explanation students from inspiring English sources
The most common causal explanation students provided for the existence of different corolla lengths within populations was some environmental factor (climate, pollinators, etc)., either with no reference to the mechanism by which the environment caused variation or with a reference to environment-dependent natural selection being the cause of variation (rather than acting on it).
Peer discussion and instructor explanation: students answer Q1 according to the PI model.
Even when informed during the interview that selection is an inadequate explanation, students (in interviews) still rely solely upon natural selection in their explanations (see Student Excerpts 3).
By placing emphasis on achieving a correct answer and by leading students to expect an instructor explanation, students may be prevented from engaging in their "normal" level of discussion.
Materials | Computers with Internet access, projector, student photographs (see below for explanation), student journals, white lab coats (enough for half the students in class; optional).
Following creation of the explanations, students were tested again, with different questions.
Explanations students provide themselves (self-explanations) in the course of learning or problem-solving have been shown to be positively associated with performance.
Force-dynamic reasoning was not confined to students' initial evolutionary explanations; students also used this reasoning when defining what they meant by "pressure".
We grouped participants' representations into four categories according to the biological explanations students provided justifying their images: phylogenetic diagrams, ecological diagrams, alternative evolutionary principles, or no representation.
We examined the frequency with which biology majors spontaneously used notions of evolutionary "pressures" in their explanations, students' definitions and explanations of what they meant when they used pressures, and the structure of explanatory models that incorporated evolutionary pressures and forces.
Level 1. Pure force-dynamic explanations: Students' explanations focus on actors and enablers, using relatively short time frames and macroscopic-scale phenomena.
