Sentences with phrase «conceptual knowledge»

The quantitative results indicated that students who received knowledge integration prompts had significantly higher scores in overall problem solving performance, but the same was not true for prompts focused on conceptual knowledge.

Educators can help students to achieve deep conceptual knowledge by asking them to complete selected problems that have been designed in a sequential, thoughtful order.

The program establishes practical skills and conceptual knowledge in order to provide avenues for self - expression.

She found that some classroom teachers lacked conceptual knowledge and others did not.

They may require straightforward knowledge of facts, or they may rely on high - level conceptual knowledge or familiarity with mathematical symbols.

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.

-- and would help foster a discussion that creates conceptual knowledge.

Relations between conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.

These are the subjects in which children acquire academic vocabulary, not to mention the essential conceptual knowledge that prepares children for more in - depth studies in later grades.

But correctly applying mathematical knowledge depends on solid conceptual knowledge and procedural fluency.

This article provides guidance on developing videos for training objectives on conceptual knowledge.

If students can build a strong conceptual knowledge of equivalent fractions before moving to short cuts and paper / pencil strategies, then they will both remember the skill and understand the reasonableness of their answers.

Students will demonstrate conceptual knowledge, practical skills, and self - awareness concerning the etiology of addiction and its impact across the life - span, including criminology, neurological and societal implications.

It argues that one reason interventions are not having as great an impact as desired is because they fail to substantially change the capacity of teachers to support children's language and associated conceptual knowledge.

Discipline - specific conceptual knowledge 2.

The first half of the unit concentrates on establishing Key Conceptual knowledge that will help students apply the key concepts to the exam questions for Section A. 2.

Demonstrations and information give students conceptual knowledge and examples of what a task looks like when done well.

Focus on building core conceptual knowledge (big ideas) is the most efficient way to engender meaningful learning (so new learning is assimilated into what is known)

Implemented through a multi-day lesson structure, these concept - focused activities build student in - depth understanding of core science concepts, while improving their ability to read with comprehension and, through writing and concept mapping, to represent the cumulative conceptual knowledge they have gained.

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».

The Frayer model is a strategy that uses a graphic organizer to build vocabulary and conceptual knowledge across content areas.

They build their vocabulary, acquire conceptual knowledge, learn about letter - sound relationships and the relationship between oral and written language, and practice the skills necessary to become automatic and fluent readers who can tackle the more specialized and technical texts of secondary reading (Chall, 1983; Chall & Jacobs, 1996; Jacobs, 2000).

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.

The CTP helps compare content specific, curriculum - based performance to the more conceptual knowledge base found in reasoning tests.

Tables 3 and 4 provide the summary of ANCOVA comparing the mean scores of the students» fraction concepts in experimental and control groups with respect to post-FKT scores for procedural knowledge and conceptual knowledge responses, respectively.

Digital learning enables learners to grasp concepts more quickly and fully, to connect conceptual knowledge and application more adeptly.

The series of pictures reveals students» preconceived concepts, listening comprehension, visualization skills, and shifts in new conceptual knowledge.

To master the underlying conceptual knowledge, more maths teaching time is also needed at key stage 3.

The greater success of students in the experimental group may be attributed to the following: students» participation in WBI helped them to acquire meaningful learning in both procedural and conceptual knowledge of fractions.

Supervise stimulating math learning centers utilizing various manipulatives and to encourage exploration and build conceptual knowledge for the individual student.

Magic Triangle of Training «The «magic triangle» of effective training consists of deep conceptual knowledge, practical, «use it tomorrow» application and dynamic presentation.

As Harper, Schirack, Stohl, and Garofalo (2001) demonstrated, even teachers who possess depth in their mathematics content knowledge may lack conceptual knowledge of some mathematical topics, and learning these topics with technology may lead to many «ah ha!»

The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving.

At the same time, however, we often do not sufficiently recognize that the horizon of our conceptual knowledge circumscribes to a great extent the scope and direction of our imagining.

A teacher's ability to support language and conceptual knowledge can foster early language skills, providing a foundation for later literacy.

Dickinson (p. 964) describes how a teacher's ability to support language and conceptual knowledge can foster early language skills, providing a foundation for later literacy.

The problem is, however, that all conceptual knowledge is only conventional truth — not ultimate truth.

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

For academically at - risk students who have been enrolled in U.S. schools since kindergarten and who have experienced educational opportunities that are basically similar in design and practice, research suggests that a classroom - wide, universal approach focused on building up academic vocabulary and conceptual knowledge would be appropriate.

There is conceptual knowledge — «the framing of ideas and mental models, how we construct information in our head» — and there is procedural knowledge: «how we do things — algorithms, recipes, know - how.»

In contrast, gains in comprehension, vocabulary, and conceptual knowledge are harder to measure, at least in young children, and harder to achieve.