Sentence examples for to transfer understanding from inspiring English sources

A powerful way for either in-class or out-of-class activities to promote students' ability to transfer understanding from the course setting to other contexts is to relate assigned tasks to real-world issues that are pertinent to the concepts at hand.

We believe students should be able to transfer understanding to a higher level in the form of a "learning progression" or spiral curriculum (Bruner, 1960; Mayer, 2002; National Assessment of Educational Progress [NAEP], 2006; National Research Council [NRC], 2006; Smith et al., 2006; Duschl et al., 2007; Anderson and Schonborn, 2008; Schonborn and Anderson, 2008).

In a laboratory study, Berry (1983) demonstrated that students performed well when given concrete practice problems, regardless of the use of verbalization (akin to elaborative interrogation), but that verbalization helped students transfer understanding from concrete to abstract problems.

Students who learn to recognize these patterns will build more sophisticated conceptual frameworks and will be more likely to transfer their understanding to new questions (Bransford et al. 2000; Catrambone and Holyoak 1989).

The expert ability to transfer conceptual understanding and to apply theories and principles to explain why and how natural events happen is a highly desirable outcome in higher education.

One concern with using concrete examples is that students might only remember the examples – especially if they are particularly memorable, such as fun or gimmicky examples – and will not be able to transfer their understanding from one example to another, or more broadly to the abstract concept.

To make up for this gap, they have a tendency to transfer their understanding from the field of clinical research into the domain of medical education research.

Certain researchers may have the training and professional background and experience of protecting children in a clinical setting (health visitors for example) but they may not be able to transfer that understanding into a research setting.

On October 29, 2009, the premiers of New Brunswick and Québec signed a memorandum of understanding to transfer most assets of NB Power to Hydro-Québec.

The purpose of this section is to ensure that the people responsible for reviewing the data prior to transfer have a complete understanding of the types of data that are approved for release.

The majority believed the Migration Act authorised Australia's memorandum of understanding with Nauru to transfer people to the island, and Australia's role in securing, funding and participating in the woman's detention on Nauru.