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The historical method produced significantly better understanding in both lecture and paired problem solving.
In another intervention, a historically rich curriculum and paired problem solving approach was reported by Jensen and Finley (1997) to increase understanding.
The courses use a paired problems approach in which the first of two similar problems or problem sets is solved by the instructor during the first hour on a computer linked to a projection system, while the students watch; in the second hour, the students tackle the second paired problem, or set of problems at their own computers, as instructors help the students when needed.
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Jensen and Finley (1996) have found that using a historically rich curriculum in conjunction with a paired problem-solving strategy will improve students' use of Darwinian conceptions and decrease their use of alternative concepts, in a precourse and postcourse investigation.
These authors used pre- and posttests to assess student understanding of evolution and found that the combination of an historically rich curriculum with paired problem-solving instruction was the most effective.
Obviously, if the instructor is taking class time for paired problem-solving discussions, concept mapping, and other active learning strategies, it may be impossible to cover the amount of material possible in a traditional lecture-based course.
The crew pairing problem (CPP) finds a set of pairings (sequences of flights separated by connections or rests starting and ending at the same crew base) that covers a set of flights at minimum cost.
Input output pairing problem, in the presence of uncertainties, and its consequences on the pairing problem have not been widely addressed.
For multivariate predictive controller, selection of predictive horizon is an input-output pairing problem.
In this section, we first formulate the pairing problem, which in practice is difficult to solve.
It can avoid the parameter pairing problem and complex multidimensional search.
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