Sentence examples for interpreting diagrams from inspiring English sources

Provide extensive opportunities for students to practice creating and interpreting diagrams of the desired type.

Again, the early sessions involved interpreting diagrams (see Fig. 5a).

Our first evaluation demonstrated that university students could effectively reason from and interpret diagrams produced by the modeling software that corresponded to content addressed in each of the ten questions in the lesson plan.

We found evidence that when learning to interpret diagrams representing continuous information both continuously and discontinuously, the use of gestures and speech to emphasize specific aspects of the diagram is critical for the listener's understanding.

For example, students sometimes interpret diagrams as realistic depictions of the illustrated events, rather than as schematic representations.

When interpreting ladder diagrams, students are prone to practice common misconceptions such as using node counting and looking at tip proximity to determine relationships.

Interpreting such diagrams as historical patterns requires a basic understanding of hierarchy, and phylogenetic trees are often incorrectly assumed to support particular historical suppositions (e.g., one modern taxon is "primitive") that are not indicated by the results.

Successive lessons for origami and paper engineering first give students cognitive tools, primarily focused on interpreting 2D diagrams of 3D information, and then ask them to enact their newly found understanding through exploration and experimentation.

The misreading of time across the top from left to right (in vertically oriented trees) rather than from bottom-up is a common misconception in interpreting tree diagrams (Giusti and Scott 2006; Gregory 2008; Meir et al. 2007).

Many of the common misconceptions about reading and interpreting tree diagrams are well established (Gregory 2008; Meir et al. 2007), and work has been and continues to be done on the use of trees with students in structured learning environments (Baum et al. 2005; Halverson 2010; Novick and Catley 2007; Novick et al. 2010a, b).

Interpreting evolutionary diagrams: when topology and process conflict.