Sentence examples for students map from inspiring English sources
The students map their simulations (as in Fig. 2) and generate a series of questions that analyze the performance.
Throughout the exercise, students map characters onto a tree, inferring both the properties of extant species and those of their extinct ancestors.
There are hardly any matches in the statements of the Japanese students' maps.
It can be seen in Table 6 that the attitudes towards creativity could be identified from the German students' maps more frequently.
The findings of the qualitative analysis of the students' maps are in line with the results of other research; students have many misconceptions about light and traditional strategy used for teaching GO is not effective for conceptual change.
Taking "moving," "separating," and "moving substances" as analogical stimuli, the students mapped the idea into the modified design of a medlar picking machine, where the medlar could be separated from the tree through the movement of the surrounding air.
The fact that students' maps are changing suggests that students are engaging with the concept maps to articulate their messages in a dynamic, evolving way.
In a subsequent class, some students' maps are selected for review in a whole-class workshop followed by peer review in small groups.
Perhaps this is because applying interpretation of students' maps to course reform is particularly difficult in biology courses, especially at the introductory level (Kinchin, 2001).
Thus, the simplification of some students' maps, particularly at the end of the semester, should not be attributed to less expert-like understanding of the thesis topic.
Therefore, as we cannot identify hierarchies or crossovers (links between hierarchies) in students' maps, we focus our structural assessment on the number of concepts, the number of propositions (relationships involving two concepts and the link between them), and the number of branching points (concepts with at least three links connected to them) in each map.
