Sentences with phrase «as conceptual knowledge»

The number of words — and the richness of those words — that a child hears is instrumental in building vocabulary as well as conceptual knowledge, she said.

Not exact matches

The «synthesis of omniscience» is described as including «all possibilities of physical value conceptually, thereby holding the ideal forms apart in equal, conceptual realization of knowledge» (RM 147).

For the very presupposition of a totality of interrelated conceptual forms appears to exclude the possibility that one could introduce entirely new categories or significantly alter the dynamic interrelationship of existing categories without undermining the pretensions of the system as such to absolute knowledge, knowledge of an intelligible whole.

Actually not every thing is equally related to the concept of knowledge and to know - ability, even though ii is also true that precisely as something and as an object of knowledge it must somehow enjoy equal status with everything else with respect to conceptual comprehension.5 The differing internal relations of the objects of knowledge to the concept of knowledge establishes the relevance of these as philosophical objects.

But if we say that we need to keep the concept of «things» as a recognition of processes transcending our conceptual forms, and if we also allow that we have no direct knowledge of the intrinsic nature of these processes, we shall have to ask whether we are forced to try to conceive of them in concepts drawn by analogy from interpretations of experience.10

Is knowledge structured and acquired as independent facts and concepts, as parcels of independent domains, or as domains that share conceptual abilities?

Over the past decade, a number of both domestic and international strategic planning activities have highlighted PMI as a major knowledge gap and recommend that it be a priority for fusion research towards ITER and conceptual prototype reactors.

A membership society whose goal is to advance and to diffuse knowledge of organic evolution and other broad biological principles so as to enhance the conceptual unification of the biological sciences.

As the display grows more elaborate, students» conceptual knowledge will deepen.

The example has clearly color coded sections for students to draw conclusions from and develop conceptual understanding as they apply their own knowledge through practice.

Higher - order thinking skills, communication skills, and conceptual understandings are just as important as fact - based content knowledge, if not more so.

Using both quantitative and qualitative analyses, we will evaluate the hypotheses that: a) Classroom teachers can successfully and consistently integrate a CEMS approach in their algebra instruction, b) Students» procedural flexibility, procedural knowledge, and conceptual knowledge for a variety of algebra topics can be reliably assessed and each type of knowledge is positively related and predictive of one another over time, and c) Integrating a CEMS approach supports better procedural flexibility, conceptual knowledge, and procedural knowledge for a variety of algebra topics (units) than business as usual instruction.

The acquisition of knowledge, skills, competences that lifelong learning should enable is not limited, in its conceptual understanding, to that of foundational skills, but also encompasses a larger panel of skills, bearing in mind the emergence of new skills deemed critical for individuals (as learning to learn, skills for global citizenship, entrepreneurial skills, and other core skills).

The three - year, $ 1 million study, sponsored by the National Science Foundation and released here last week, found that only a handful of the questions on major commercially available tests in mathematics and science, as well as on tests included in textbooks, measured the kinds of conceptual knowledge and problem - solving abilities reformers say should be integral to...

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

The efficacy of Science4Us (completed by McRel) has been established that it provides a positive effect on students» conceptual and procedural knowledge as well as their motivation to learn in science topics.

The Common Core State Standards expect students to demonstrate deep conceptual understanding through the application of content knowledge and skills in new situations; however, «the specific content standards provide limited guidance as to how, when, or to what degree...

As stated before, perhaps surprisingly, these levels of knowledge were indicated in Bloom's original work — factual, conceptual, and procedural — but these were never fully understood or used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related accompanying verbs.

As Hammond and Manfra (2009) described in their discussion of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common language to discuss the integration of technology into instruction and builds upon the concepts of pedagogical content knowledge, [as well as] teacher as curricular gatekeeper» (p. 160As Hammond and Manfra (2009) described in their discussion of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common language to discuss the integration of technology into instruction and builds upon the concepts of pedagogical content knowledge, [as well as] teacher as curricular gatekeeper» (p. 160as well as] teacher as curricular gatekeeper» (p. 160as] teacher as curricular gatekeeper» (p. 160as curricular gatekeeper» (p. 160).

He observes that assessment in many schools is still primarily designed to measure students» grasp of basic skills and factual knowledge, even as educators are placing a growing emphasis on more complex capabilities like conceptual understanding and long - term transfer skills.

The new framework should be seen as an opportunity to teach maths as a way of thinking and of making connections through conceptual knowledge and «big ideas»; it involves knowing «why» as well as knowing «that» and «how».

In addition, parts of the graphic organizer might be completed iteratively as students build and deepen their conceptual knowledge.

A change to the conceptual framework on a programmatic level is necessary to instill the necessary technological pedagogical content knowledge (or technology, pedagogy, and content knowledge, known as TPACK) that allows future teachers to integrate technology in a manner consistent with national standards (Wetzel, Foulger, & Williams, 2009).

The latest PISA report, Equations and Inequalities, notes that exposure to «pure mathematics,» such as equations and functions, builds conceptual knowledge necessary to solve complex problems.

In Science IDEAS, the overall instructional architecture for teachers planning and implementing instruction provided a «conceptual focus» for science instruction that, as a «constraint» insuring knowledge - based instruction, allowed teachers a wide degree of flexibility at the day - to - day classroom level.

Li (2013) developed a conceptual framework that parses mathematical practices as a whole into the following three features: (a) behavioral engagement and commitment, or the active working on mathematical problems; (b) development and employment of knowledge, skills, and strategies; and (c) internalization and habitualization, or the internal, natural, consistent use of mathematical practices.

Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education.

It is central to building knowledge and conceptual understanding in specific domains such as science and math.

This large effect size was interpreted as WBI raising achievement scores on both procedural knowledge and conceptual knowledge.

Mishra and Koehler's (2006) framework, technological pedagogical content knowledge (referred to in this paper as technology, pedagogy, and content knowledge, or TPACK), provides a suitable starting point in our search for the «conceptual home» of technology in the social studies (Martorella, 1997).

As per our online Political Science assignment writing experts, lack of conceptual knowledge is the most common reason for seeking assistance.

Most of the students who try to write their homework on their end up with committing errors as they will not do not have that conceptual knowledge which is essential in writing the accounting homework.

As a conceptual artist with a transdisciplinary practice, I work with various forms of knowledge and experts from different fields.

A long hallway separated the two primary elements of Lothar Baumgarten's recent show at Marian Goodman, suggesting the distance between the locales of the projects — one focused on the South American rain forest, the other on the Hudson River Valley north of New York City — as well as the contrast in approaches (soundless imagery for the former, imageless sound for the latter) to what turned out to be congruent conceptual goals, namely an investigation of how «knowledge» of a given place is constructed.

In theoretical jargon, it may appear too close to epistemology, as if epistemology — being the study of knowledge — has been inadvertently removed from the aesthetic, conceptual, and productive components of making art.

The exhibition includes some innovative communication devices, such as the low - fi augmented reality «stereo - visors» which provide surprising views superimposed to the model of A Liminal Blur, the project by Mack Scogin Merrill Elam Architects for Mexican town, and the Microsoft HoloLens VR headsets through which the visitors can get an in - depth conceptual preview of the Center for Fulfillment, Knowledge, and Innovation conceived by Greg Lynn.

Nothing conceptual intervenes between I and You, no prior knowledge and no imagination; and memory itself is changed as it plunges from particularity into wholeness.

Our knowledge base, however, is insufficient to quantify the effects of climate change on many of these metrics because of conceptual challenges posed by climate change to standard assumptions, as well as practical data and methodological hurdles; insufficient understanding of how such metrics capture the way people actually feel; and, for non-monetized values, sometimes resistance to calculating them at all (Sussman et al 2014, Neumann and Strzepek 2014).

When a person recalls an autobiographical memory, then, these two types of long - term memory representation are brought together and a person consciously experiences episodic memories of specific aspects of the past and conceptual knowledge that acts as a personal context for the episodic memories, locating them in a person's life and providing a personal, self - relevant, meaning for them (3.15).

Greet customers in a courteous, friendly, and professional manner using agreed upon procedures Listen attentively to customer needs and concerns; demonstrate empathy Clarify customer requirements; probe for and confirm understanding of requirements or problem Meet customer requirements through first contact resolution Confirm customer understanding of the solution and provide additional customer education as needed Prepare complete and accurate work and update customer file Communicate effectively with individuals / teams in the program to ensure high quality and timely expedition of customer requests Effectively transfer misdirected customer requests to an appropriate party Contribute ideas on ways to resolve problems to better serve the customer and / or improve productivity Participate in activities designed to improve customer satisfaction and business performance Occasionally use decision - support tools to answer questions Solve problems that are sometimes unstructured and that may require reliance on conceptual thinking Offer solutions to issues that are often non - standard / non-routine and require some clarification Maintain broad knowledge of OnStar products and services Warehouse Assiciate.

Influential conceptual framings include sociocultural theory, new sociologies of childhood; community and family capacity building; valuing of diversity and Funds of Knowledge; play based intentional teaching and sustained shared thinking; and literacy as social practice.

Two reviewers will independently assess the suitability of the preference - based instruments for measuring outcomes in palliative care using the ISOQOL, minimum standards for patient - reported outcome measures (conceptual and measurement model, reliability, content validity, construct validity, responsiveness, interpretability of scores, translation of measure, patient and investigator burden), 43 and the CREATE checklist (descriptive system, health states values, sampling, preference data collection, study sample, modelling, scoring algorithm).44 The ISOQOL minimum standards were chosen as these standards were developed from a systematic review of published and unpublished guidance on patient - reported outcome measures, including the COnsensus - based Standards for the selection of health Measurement Instruments (COSMIN).46 To the authors» knowledge, the CREATE checklist is the only published guidance on what key components should be reported in a valuation study.44 Information on how the contents of the instruments were developed, psychometric properties and valuation will be used to assess the suitability of the instruments for the palliative setting; instruments will be scored on whether the domains or dimensions were developed using input from informal caregivers of people receiving palliative care (yes / no) and whether each of the reporting checklist items has been evaluated for this population (if yes, then a score of one will be allocated) and a total score calculated.

The present paper examines the conceptual and empirical basis for strategies such as increasing parents» knowledge of development norms, reducing age - inappropriate expectations or dysfunctional attributions, and increasing parents» capacity to regulate their own emotions.

The present article focuses upon two key problems in the operationalization of the monitoring construct to date: (a) poor conceptual specificity in parenting constructs such as monitoring, overprotection, and over-involvement when used to date among youth with chronic conditions and (b) the confounding of existing measures of parental monitoring with items evaluating parental knowledge of youth activities, which has resulted in a lack of data regarding the mechanisms by which parents obtain their information.