Sentence examples for student articulation from inspiring English sources

The model introduced in this article relies heavily on student articulation of responses to scaffolds and the careful consideration of those responses by groupmates.

Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations.

To increase the use of reasoning in the classroom, instructors can use more specific cues to trigger student articulation of reasoning and can train students in how to construct an argument, taking class time to show students the utility of this practice.

Case studies focused on the students' articulation and justification of research questions, research methodology, data collection, and data analysis in studies published in educational research.

C) What patterns arise among students' articulation of why their level of acceptance or rejection of the occurrence of biological evolution has changed?  .

What patterns arise among students' articulation of why their level of acceptance or rejection of the occurrence of biological evolution has changed?

To complement our increased emphasis on prediction in Fuzzy Chronicles and SURGE Next, we also began researching explanation functionality to scaffold students' articulation of the relationships they are exploring.

The coaching role consists of scaffolding the learning process by using various learning materials, intentionally eliciting students' articulation of thoughts and reasoning, modelling higher-order cognitive skills, using group coaching techniques to ensure students' active participation in discussions and linking the collective activities to the learning goals.

Researchers coupled the notion of students' ideas as resources with framing (Tannen 1993) in order to discern how students' articulations are both context-dependent and highly sensitive (Hammer, Elby, Scherr, and Redish 2005).

During the group sessions, students articulate their knowledge, reasoning, or problem-solving processes (articulation), and compare their own processes with those of other students, an expert, or ultimately an internal cognitive model of expertise (reflection).

Finally, in the 15 years since Dagher and BouJaoude (1997) examined how Lebanese biology majors accommodated evolutionary science with their existing religious beliefs, few researchers have extensively explored students' own articulations regarding what factors they personally consider to be important in determining their positions of acceptance or rejection of evolution.