Sentence examples for reasoning student from inspiring English sources

In addition, they found that, when high reasoners were placed in heterogeneous groups, lower reasoners tended to stop participating and allowed the higher reasoning student(s) to do all of the work.

Through simple deduction reasoning, student can explain that: The volleyball with bigger mass has more kinetic energy comparing to the bowling ball at the same speed.

We chose this approach because in addition to the above reasoning, student response when reporting parental education and occupation in educational research has been associated with high levels of non-response patterns and also a lack of comparability across countries (Schulz 2005).

As introductory biology courses incorporate more physics and quantitative reasoning, student attitudes about the role of equations in biology become especially relevant.

For individual reasoning, student was modeled as a random effect, while assessment, class attendance, year in school, and academic major were fixed effects.

In order to assess students' competence to solve cross-curricular problems (i.e., analytical problem solving requiring information retrieval and reasoning), students had to work on an analytical problem-solving test.

In the process of everyday reasoning, students often construct explanations about their experiences using authority figures (i.e., teachers, parents) or their intuitive beliefs from their experienced patterns (i.e., trial runs, repetitive observations).

It focused students' attention in the areas of evidence based decision-making, social determinants of health, clinical reasoning, student-as-educators, clinical skills, professionalism, and extending their clinical knowledge base.

In terms of the reasoning students provided for the correctly answered multiple-choice questions, 4.4% of responses were vague and 94.5% of responses provided correct reasoning.

When LAs used prompting questions, either to encourage student thinking or to more explicitly ask for their reasoning, students readily engaged in these behaviors.

Analyzing the data by category (generation, transformation, and oxidation) did not afford an opportunity to describe the nuances in students' understandings and the influence of the specific activities on the knowledge and reasoning students applied.