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Sustainability is closely related to complexity, innovation, and interdisciplinarity; therefore, it requires alternative approaches rather than traditional, lecture-based pedagogy.
They abandoned an exclusively lecture-based pedagogy and tests that rewarded factual recall (Nehm and Reilly 2007).
Many studies show that student education can be improved by replacing lecture-based pedagogy with active learning approaches where the role of students changes from passive note taking to active problem solving.
Small class sizes are conducive to discussion-based rather than lecture-based pedagogy.
A traditional lecture-based pedagogy conveys information and content while lacking sufficient development of critical thinking skills and problem solving.
The remaining sections started with a lecture-based pedagogy and then moved to a puzzle-based pedagogy after the midterm practical exam.
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Additionally, in terms of the assessments for authentic intellectual performance (AIP), our findings indicate a significant difference (p = 0.001) between puzzle-based and traditional lecture-based pedagogies (Fig. 6).
One explanation for the significant improvement in performance on the standard assessments between puzzle-based and traditional lecture-based pedagogies is that the puzzle-based pedagogy creates a contextual framework for the course material that improves students' ability to recall specific details.
Quiz and test scores for students improved by 2.1 and 0.4 % respectively in the puzzle-based pedagogy, versus the traditional lecture-based teaching.
Our findings suggest a significant improvement in students' performance on standard course specific assessments using a puzzle-based pedagogy versus a traditional lecture-based teaching style.
Overall, our findings indicate a significant improvement in students' performance on standard course specific assessments using a puzzle-based pedagogy versus a traditional lecture-based teaching style.
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