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While the results of these studies from nearly 20 years ago were very promising, and provide evidence for the efficacy of short-term interventions, the measures used to substantiate learning gains and acceptance levels have not been widely used in evolution education, making it difficult to align these results with most work in evolution education (see Table 1).
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These findings substantiate that learning a health message does not always mean total understanding or the ability to think about it critically.
Moreover, few research works have been conducted to substantiate AR's benefits to learning (Ibanez et al. 2014).
Finally, because there is little literature substantiating the benefits of AR to learning, we test AR's effectiveness as a platform for a memorization task and examine its impact on student motivation.
Recent studies using liquid reinforcers have found similar task-irrelevant learning effects both in humans [24], [25] and monkeys [26], [27] and substantiate the role of reinforcement in task-irrelevant learning.
Academic progress, including details of learning difficulties requiring additional support, was substantiated by the questionnaire to the schools.
The potential role of these identified gene candidates in learning and memory can be largely substantiated by available literature.
Work by Hammer et al. (2005) in physics further substantiates the role of context in shaping student ideas about effectiveness in learning through their use of epistemological frames.
To substantiate our findings, behavioral studies known to be sensitive for neurovascular uncoupling (tests indicative for learning and memory) were conducted.
Often, the bulk of an investigator's training came on the job, learning from "old-timers" in the field, who passed down a body of wisdom about the telltale signs of arson, even though a study in 1977 warned that there was nothing in "the scientific literature to substantiate their validity".
This teaching embodies many of Vinner's (1997) characterizations of pseudo-conceptual behavior, and Adler and Venkat (2014) note that such behaviors within learning reflect what is enacted in teaching: 'what is made available to learn through the teacher's MDI, and the substantiating narratives at work, relies on memory and visual cues'.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com