Sentences with phrase «conceptual knowledge of»

Marriage and family therapy programs, both online and campus - based, are providing students with a fundamental, conceptual knowledge of family system dynamics, mental illnesses, chemical dependency, and issues associated with aging.

Our team of academicians is well versed in the conceptual knowledge of this subject and the writing patterns followed by different universities across the world.

One such positive outcome of this study was the challenge to and deepening of the students» conceptual knowledge of mathematics and how to deconstruct this knowledge in order to coconstruct it with students.

The traditional instruction method in this study was lectures given by a teacher, use of textbooks and other materials, and a clear explanation of procedural knowledge and conceptual knowledge of fractions to students.

Table 6 indicates a significant mean difference between the experimental and control group students» conceptual knowledge of equivalent fractions, ordering of fractions, fraction addition, fraction subtraction, fraction multiplication, fraction division, and fraction transferring.

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.

For research question 4, ANOVA was used to identify students» conceptual knowledge of eight areas of fraction concepts, and whether or not there was a significant difference on posttest results between the experimental and control group students» conceptual understanding.

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.

Not a one - way street: Bi-directional relations between procedural and conceptual knowledge of mathematics.

Not exact matches

«Our ability for acquiring knowledge,» Trapani continues, «is not confined to nor exhausted by the conceptual operations of the intellect alone.»

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

For Kant, the role of religious symbols and representations is imaginatively to represent the limit beyond which the demand of conceptual knowledge for completeness can not pass.

Now the obvious Bergsonian objection to this whole line of reasoning is that Peirce's arguments are telling only against the claim to have an intuitive knowledge which is at the same time conceptual.

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.

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.

The Square, which won the top prize at Cannes, is just over two - and - a-half hours long; much of it is filmed in long, unbroken takes, and it's set in the rarefied world of Stockholm's contemporary art world with gags that demand a working knowledge of conceptual land artists.

Multiplicative thinking is the conceptual and strategic knowledge needed to work efficiently and confidently with larger whole numbers, fractions, decimals and percent and to solve an extended range of problems involving multiplication and division including proportional reasoning.

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.»

When the aim is to show reading improvements in a short period of time, spending large amounts of time on word - reading skill and its foundations, and relatively little on comprehension, vocabulary, and conceptual and content knowledge, makes sense.

If you're using personal response systems, or clickers, a new study provides a note of caution: While they seem to boost students» ability to retain factual knowledge, that may come at the cost of deeper conceptual understanding.

Online programs may use standardized tests that measure out - of - date skills — focusing on declarative knowledge (facts) versus procedural, conceptual, and epistemological knowledge (application of skills, deep understanding, and methods of knowledge acquisition, respectively).

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

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

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.

Existing theories of algebra learning focus on building conceptual knowledge and place less emphasis on how students gain expertise with symbolic strategies.

In Year 1, we will work with a small number of teachers to refine our existing CEMS materials, to integrate the materials into their curriculum, and to validate outcome measures that assess multiple types of knowledge (e.g., procedural flexibility, conceptual knowledge and procedural knowledge).

The importance of prior knowledge when comparing examples: Impact on conceptual and procedural knowledge of equation solving.

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).

At earlier grades, Common Core has students practicing until fluent various «non-standard» approaches, typically based on place value, with the goal of teaching conceptual knowledge.

The lessons are tied to important content knowledge and skills, and the lesson activities help students develop deep conceptual understanding and connections among concepts rather than surface level understanding and knowledge of disconnected facts.

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...

To develop competence in an area of inquiry, students must (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and © organize knowledge in ways that facilitate retrieval and application.

Assessments of academic, vocational or other formal learning must promote, measure and provide useful feedback on conceptual understanding and the ability to use knowledge and create rather than primarily procedural, factual or surface learning.

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.

Direct Instruction Videos: provide step - by - step guidance to assist students in the conceptual understanding of key skills, impart background knowledge, place concepts into real - world context, and allow students to learn at their own pace.

Key features of every professional development day are sessions that focus on mathematical theory, and pedagogical approaches that promote both conceptual understanding and mathematical knowledge.

In addition, students are demonstrating their depth of conceptual knowledge, engaging in self - reflection, and improving interpersonal interactions — all of which reflect a well - rounded learning environment.

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...

Recent findings point to the importance of building on prior knowledge, constructing learning environments that promote cognitive development, reflection, and deep conceptual understanding.

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.

We assess what we know to be of value: deep subject knowledge, conceptual understanding, and higher level thinking skills.

It's great that the Common Core standards acknowledge the importance of conceptual knowledge, but prior documents have done so — sometimes to the exclusion of factual and procedural knowledge.

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. 160).