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Another group of high school students, including those classified as acceptors and as rejectors of evolution, discussed the importance of teaching evolution in terms of evidence and theories; the authors of that study suggest that framing instruction in terms of the NOS and evidence may be a promising approach (Donnelly et al. 2009).
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However, it seemed reasonable to attempt to detect such change because of the similarity of the mini-unit to normal classroom practice and the time frame for instruction to time frames typically allocated to instruction in evolution and assessment of student understanding as a result of such instruction.
The instructor used interesting/provocative questions linked to common misunderstandings to frame the instruction.
In this sense, frame-oriented instruction requires the computer program to guide learners through pre-programmed material.
However, computer programming for frame-oriented instruction is relatively straightforward, and the approach is still widely used.
Reviews have found frame-oriented instruction of this sort to be modestly superior to classroom learning with effect sizes around 0.35 (e.g., Kulik et al. 1982).
One participant explained the relationships they saw between making content relevant to students and student learning this way, The instructor used interesting/provocative questions linked to common misunderstandings to frame the instruction.
Carefully identified teams of good and bad figures, backed by collectors' cards, TV cartoons, movies, video games, books, and comics, as well as a host of licensed products stamped with their images, would offer an overelaborate frame of instruction in new-style war play.
We learned that the framing of instructions was very important in predicting patient performance.
Fourth, raters (except INXP-frame) received instructions on the experiment and the background hypothesis.
The instruction frame was placed horizontally at the top of the webpage.
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