Sentence examples for integrating new ideas from inspiring English sources

This assumption follows the constructivist theory that students build sophistication in their knowledge by integrating new ideas into their "conceptual ecologies" (Posner et al., 1982) rather than simply replacing old ideas with new ones (Smith et al., 1994; Maskiewicz and Lineback, 2013).

In addition, some students commented that the extended engagement with YMI experienced during the residential retreats was useful for integrating new ideas: Well, the most interesting to me was Power and Relations, because, you know, we had an activity where we line up in two groups, and look opposite at each other, like mirrors.

When biology education researchers refer to students constructing new ideas and integrating new ideas with old ones, while concurrently describing students' erroneous ideas as those to be "challenged" and "replaced," they are demonstrating a misunderstanding of constructivist tenets.

Studies looking at the attitude of German teachers and student teachers towards creativity, their understanding and conceptions of it and their will to integrate new ideas in their own class are sorely lacking.

Transformative learners are reflective and more likely to respectfully consider alternate opinions and integrate new ideas within their professional practice [ 28].

If someone, a coach or a teammate, makes a suggestion, listen openly and try to integrate new ideas into your practice routine.

The "collective" mindset encourages the idea of creating art with purpose, and integrating new habits, attitudes, and outlooks meaningfully into one's life.

Employing the commentary tradition, Reznick attempts to recast Origin in a more contemporary and useful form, integrating both new ideas and new data.

The former asserts that for conceptual learning and enduring understanding to occur, the learner must become aware of and dissatisfied with their prior ideas about a topic, become receptive to new ideas, and then integrate new information encountered in a classroom into their existing conceptual framework (Posner et al., 1982).

Collecting information is important for the transfer of knowledge between individual members of a group (Kimmerle & Cress, 2008, 2009) and may lead to collective knowledge construction, when existing information is restructured and integrated into new ideas at the collective level.

As students design and construct artifacts, they integrate new information into their existing conceptual framework, developing relationships among ideas.