Sentence examples for knowledge introductory from inspiring English sources

The women's committee of l'Association pour une solidarite syndicale etudiante (ASSE) brought together at least 100 people from around Quebec for a two-day feminist training camp last weekend, packed with workshops ranging from theory ("Intersectionality") to practical knowledge (introductory self-defense).

The knowledge introductory courses attempt to teach is constantly growing, especially in biology, and the need to change the teaching philosophy is therefore even more acute.

We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology.

We would presume that this population would have a deeper understanding of their own biological knowledge than introductory or non major students, which is often the population explored in similar studies investigating student confidence in performance.

(2011) improved students' content knowledge in introductory biology class settings using highly structured approaches that emphasized consistent student preparation before class sessions; repeated content exposure; frequent low-risk assessments; and regular, required in-class exercises.

This article describes CyclePad, a fully implemented articulate virtual laboratory that captures a substantial fraction of the knowledge in an introductory thermodynamics textbook and provides explanations of calculations and coaching support for students who are learning the principles of such cycles.

By combining the quantity of novel declarative knowledge in an introductory plant biodiversity lab, with the multiple components involved for integrative reasoning, with the theoretical nature of evolution and required formal reasoning, and finally a limit to the working memory capacity of students, it may be difficult for students to achieve higher-order integrative learning on this topic.

We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions.

This study sought to (1) test models of curricula that are typical of those used to train attending emergency physicians and EM residents throughout the country; (2) assess the retention of emergency ultrasound knowledge after an introductory course; and (3) assess the impact of proctored ultrasound training (PUT) on knowledge retention.

A 'test instrument specification matrix' was devised to design the test items that would be used to determine the expected introductory programming knowledge acquisition.

The purpose of this study is to examine the effectiveness of review question and content object as advanced organizer used for prior knowledge activation in an introductory computer programming.