Sentence examples for knowledge about learning from inspiring English sources

Therefore, this study presents a test tapping teacher candidates' theoretical knowledge about learning, development, and assessment.

They do not have a theory or explain how their results are consistent with the larger body of knowledge about learning and teaching.

Thus, Bight IDEA provides knowledge about learning, the non-cognitive skills required for work, and motivation for preparing all students to solve problems in a global society.

One of the things I've come to realize in my many discussions with educators from around the globe is that there are a number of practices in our current systems of schooling that "unsettle" us, primarily because they don't comport with what Seymour Papert calls our "stock of intuitive, empathic, common sense knowledge about learning".

Therefore, based on current knowledge about learning, cognitive psychology and research in therapeutic teaching, a CP&T curriculum should be a prominent part of the medical curriculum.

These include the use technology to enhance knowledge and attitudes about learning.

The science of learning aims to advance fundamental knowledge and theory about learning, and how we optimize learning in society.

In addition, each of the student instructors brings their own knowledge and beliefs about learning to this work (Gardner and Jones 2011).

For example, the in-depth theoretical knowledge about motor learning (i.e., what happens in us when we learn new skills such as picking up a pen) that I gained from my cognitive psychology lectures would also be referred to in my sport psychology lectures (e.g., how we know how to kick a moving ball at the right moment).

There was also a need for teachers to deepen their knowledge about teaching, learning and assessment, more generally, particularly with regard to the alignment between what is taught or practised, what is learned and what is assessed.

Looking across the research on patient involvement in students' clinical training reveals a lack of knowledge about the learning processes that actually occur in encounters between health-care students' and patients in clinical settings.