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Thus, while both time and causation are important for history students to learn, instruction in how to identify, comprehend, and create causal connections in text is important for developing students' historical discourse skills.
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Then again, learning instruction as an extrinsic incentive might negatively influence intrinsic motivation and extraneous cognitive load.
Complete at least 7 hours of classroom or online instruction and 7 hours of behind the wheel (watching and learning) instruction to be eligible to take the written knowledge test.
The intentionality of learning instructions did not matter and this lack of influence was equally true for both SOD groups.
This could be due to their exposure to different kinds of teaching learning instructions at pre-medical schools.
It lays a groundwork for determining what knowledge is most important to effective active-learning instruction and in what instructional contexts.
We suggest that what students typically learn during instruction is that genetic drift has a powerful effect in founding populations.
The results revealed that there were 6 main components of the developed instructional model: principle, objective, learning content, learning instruction, learning materials, and evaluation.
A literature review revealed that about half of the instructional practices demonstrated to improve student achievement in active-learning instruction in large undergraduate STEM courses focused on student motivation (Eddy et al. 2015).
Thus, adding an explicit learning instruction is not recommended.
This is referred to a blended learning instruction.
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