Sentence examples for learner explanations from inspiring English sources

Teachers may also need or want to interact about their students' learner models (e.g. teacher inspection of learner explanations that are not interpreted by the system the teacher may wish to contribute new evidence following discussion with a learner, or after seeing the learner's explanations submitted or recorded in a system (Bull and Vatrapu 2012; Zapata-Rivera and Greer 2004).

Moreover, well-designed tutoring dialogs can be used to focus the learner's explanations toward key concepts and principles, important structural features of the problem, and can also scaffold the learner to map between representations (e.g., formulas to explanations).

Two experiments examined how learner-generated explanations, particularly visual explanations, can be used to increase understanding in scientific domains, notably those that contain "invisible" components.

Learner-generated explanations of scientific phenomena may be an important learning strategy to consider beyond the utility of learning from a provided external visualization.

This study set out to answer a number of related questions about the role of learner-generated explanations in learning and understanding of invisible processes.

Furthermore, different types of material (e.g. text or diagrams) influence learners' self-explanation behaviour.

If a teacher sets the weightings from these various contributors of data to the learner model, system explanations of this can be very useful for students, in helping them understand why representations may differ from their expectations.

The most widely used strategy by educators to deliver material to learners is "delivery of material prior to lecture," and despite being useful to allow visually impaired learners to follow explanations, this may result in inflexibility in the class content, which can harm the teaching and learning process.

Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool.

Overall, the results provide support for the use of learner-generated visual explanations in developing understanding of a new scientific system.

How then, might learners with different levels of spatial ability gain structural and functional understanding in science and how might this ability affect the utility of learner-generated visual explanations?