Sentence examples for student interpretations from inspiring English sources

Eddy et al. (2013) observed that scaffolded construction tasks significantly improved student interpretations of phylogenetic trees.

Student interpretations of taxa relatedness and convergent evolution submitted by groups were exclusively incorrect (i.e., failed to include both the correct answer and correct reasoning).

We suggested in an earlier article (Mead and Scott 2010) that the differing scientific and student interpretations of two concepts commonly used in teaching evolution, purpose and design, may exacerbate such a position.

This investigation has important implications for instruction and research on student interpretations of phylogenetic trees.

Following a single iteration of targeted instruction on evolutionary relationships, student interpretations significantly improved, but to just more than half of groups and less than half of individuals providing correct answers and reasoning for taxa-relatedness questions.

There are four main themes to the model: the multi-dimensional context of lecturers in a second language; lecturer intention and student interpretation; the negative cycle of expectation; and the establishment of communities of learners and practice.

The dichotomous key we use has been specifically developed for use with our skull collection in which we have considered ease for student interpretation and the introduction of important evolutionary characters (Fig. 5).

When individuals were asked to interpret the relationships of taxa on different cladograms, they did not consistently use the same strategy (see Fig. 2a versus b) suggesting to us that student interpretation strategies were flexible.

Like concept maps, another mapping strategy that relies on student interpretation and understanding is the mind map strategy.

In later work, we were more careful to elicit student interpretation of terminology and asked students specifically not to use these technical terms.

However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor descendant relationships.