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After receiving detailed instructions, students wrote letters to two patients after a consultation in the office.
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Oftentimes these tutorials are the only library instruction students receive.
After receiving intubation instruction, students performed one intubation on an airway mannequin.
However, although P4C students had different classroom experience, they performed similarly to the Regular Instruction students on post-intervention measures.
Even after instruction, students harbor misconceptions about natural selection, suggesting that traditional teaching methods are insufficient for correcting these confusions.
In addition, despite a lack of explicit instruction, students generated phylogenetic trees that were largely conventional and accurate.
We started with a straight forward PP-based activity in classroom, where a teacher delivers a small instruction, students write questions during and after the instruction.
Through 15 20 days of instruction, students learned how to foster and monitor their comprehension by using the cognitive and metacognitive strategies of questioning, summarising, clarifying, and predicting.
If these are done consistently and repeatedly in elementary science instruction, students might realize the error of their initial teleological explanations about organisms are wrong.
By the end of the unit of instruction, students in the experimental group reported a significantly greater sense of self-efficacy.
Previous research has shown that at baseline (i.e., without instruction), students at the upper elementary grades hold operational views of the equal sign.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com