Sentence examples for their scientific ability from inspiring English sources

Begin with faculty scientists you know well: how do your subjective estimates of their scientific ability compare to quantitative measures (such as publications and income from grants)?

When examining student performance on a science reasoning quiz, Ehrlinger and Dunning (2003) found that, although men and women performed equally, women significantly underestimated their scientific ability compared with men.

The student perception data suggest that students using ICB developed greater metacognitive awareness of their scientific abilities and limitations.

Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05).

Additionally, our prior work has illustrated the ways that advisors mentor students to develop their scientific abilities (Laursen et al., 2010; Thiry and Laursen, 2011), as well as advisors' perceptions of students' learning and development from research (Hunter et al., 2007).

The problem isn't just pipeline leakage: Women who stay on the academic track often report workplace bias and feelings of isolation, coupled with low expectations about their performance, leading to low opinions of their own scientific ability.

The problem, however, is that many more girls lack confidence in their mathematical and scientific ability than their male peers.

We identified a direct relationship between the impact factors of the journals in which subjects published their articles and the scientific ability of their advisors, as measured by their h-indices.

Additional benefits of ICB became evident from our pre- and postsemester surveys of students' perceptions of biology and their own scientific abilities, which are also supported by collected student comments (Tables 1– 4).

All of these results support the claim that students' conceptual change their scientific reasoning ability can be promoted through an SCCR digital learning program.

Teaching experiments on this instructional design can not only provide a chance for closing observation on how students enhancing their scientific explanation ability around one core ideas, but also help to answer the question that in what learning outcome and at what extent students after learning integrated science unit will differ from students under traditional intervention.