Sentence examples for representation students from inspiring English sources

For example, using a dynamic graphical representation, students can explore the learner model and challenge claims, warrants and backings (based on Toulmin's (1959) argumentation model that uses data, claims, warrants, rebuttals and backings) and receive justifications from the system.

On the Geologic Concept Inventory item (which measures temporal magnitude representation), students who received the clicker feedback activity were more likely to choose the correct response option than the Fall 2011 control condition (% correct = 62): Spring 2012, % correct = 76, χ2(1) = 3.64, p = .04, Φ = .16; Fall 2012, % correct = 73, χ2(1) = 3.5, p = .05, Φ = .15.15

On the contrary, when assessing insight into structural aspects of PKA, using a "raw" ribbon representation, students only scored well when the text was supplemented by a realistic-schematic image and not a schematic one.

First, we describe the frequency and types of representations students generated.

The types of representations students generated were consistent with the approaches they used to interpret and compare phylogenetic trees.

For this analysis we grouped the style of representations students generated into two categories: tree-like and non-tree-like.

We then assigned numeric values to the style of representations students generated on the tree building task.

We found a statistically significant difference in the styles of representations students generated in relation to task order (χ2(3) = 22.27, p = <.001).

For the qualitative portion of our data analysis, we used a deductive method to code the types of representations students generated and students' justifications for these images, on the pretest.

As an evaluation tool, the survey allows programs to document student representation, monitor student ratings of their learning, describe student research activities, and gauge the likelihood that the UR experience has changed or confirmed students' plans to pursue STEM education and careers.

Twenty-four groups were randomly selected providing approximately equal representation of students for each of the three classes, with a total of 209 students (class 1: n=75; class 2: n=61; class 3: n=72 students).