Sentence examples for transmit knowledge to from inspiring English sources

The core value of ECE lies in 'child-centredness' , a popular view in child psychology today which acknowledges individual differences in rates of early development and requires teachers to help children actively construct their own learning experience rather than transmit knowledge to passively participating students (Rao et al. 2009).

Quatermass deduces that an alien life-form which comes from one of the moons of Saturn, which lives on ammonia, hydrogen and methane, but to which oxygen is a deadly poison, travels to earth in the meteorites, and in the few seconds they spend out of their shells before dying they possess human minds, and transmit knowledge to each other in a collective consciousness.

In contrast, lectures in a conventional curriculum are intended for content experts to directly transmit knowledge to the students.

In the conventional curriculum, what the teacher needs to do is just transmitting knowledge to students.

As a central pillar, we find the traditional lecture with the professor, or the "sage on the stage" as put by King (1993), transmitting knowledge to receiving students.

Commensalism (0, + or +, 0) describes an identified relationship in which one party transmits knowledge to the other, and the giver might not necessarily lose anything.

In a collaborative setting, teachers are no longer as experts transmitting knowledge to the students, but they act as experts who design academic programs for students, as instructors or mentors particularly in the emergent learning process.

The biology of building and maintaining our brains may explain many of the preferences that put us at risk of obesity now that we have used technology and culturally transmitted knowledge to increase access to food and decrease the exertion required to survive.

The models are not applicable to the activities of a veterinarian, but rather to animal owners who apply socially transmitted knowledge to treat their animal's condition.

From this perspective, the business of education is not to transmit knowledge but rather to enhance inquiry skills, to develop an increased ability to respond adaptively and creatively to whatever challenges and desires might be met, including unknown ones, and so to contribute to the shaping of future lives, both individual and collective.

A modelling approach has the potential to transmit knowledge and skills to which people may aspire, particularly if the information is perceived to be important and relevant, resulting in behaviour changes that are more likely to be maintained over the long term [ 12].