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The campaign emerged from the students' realization that they had no recourse to obtain information about stops made by the UCPD.
We speculate that CREATE contributes to students' increased sense of scientific creativity by providing repeated opportunities for experimental design and encouraging students' realization that it is possible to interpret the same data in multiple ways and that more than one of the "next experiments" designed by their classmates may be valid.
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The results of this evaluation show that GLUE! reduces the burden of educators when instantiating collaborative activities that require the integration of external tools, while facilitates students the realization of these activities in collaboration.
Ideally, feedback should be intrinsically based on the student's realization that he or she has solved the problem correctly, and not come from the teacher at all.
Students appreciate the realization that they do not need to know all the answers since tools such as the NMCD can provide access to "just-in-time" learning and can be accessed at the point-of-care.
But others abandoned the idea because of complaints from working parents, concerns over elementary students' exhaustion and the realization that cost savings were minimal.
The realization that students and the general public largely misunderstand evolutionary biology principles has spurred educators and researchers to focus on the identification and correction of common misconceptions (Brumby 1984; Bishop and Anderson 1990; Anderson et al. 2002).
Classroom discussions of certain passages, talk of the pros and cons of the various theories that try to explain the disappearance of so many organisms at one time, and systematic debunking of each possibility can leave students with the wonderful realization that there is much that has yet to be discovered.
This realization led students to a question that struck them as even more urgent: How, then, would one determine which view was right?
Realization #4: Students value learning how to think like a biologist.
The process of resolving conflicting views from societal constructs and self-realizations shape students' views on the types of specialists they want to become.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com