Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
Education is the crucial part of the human society and only through education humans have been able to reach such a technological advancement. Prompt suggests that teachers should first introduce basic ideas, assumptions and theoretical fundament of the subject, rather than presenting bare facts. In my not so humble opinion, I mostly agree with the statement for the following reasons.
First and foremost reason to teaching basic concepts, is that the deeper understanding of the subject involves comprehensive analysis of the pivotal ideas. It is especially imperative in the case of the STEM field. In such subjects as the physics, chemistry, math one have to understand the conception from which facts and practical results are being derived. For instance, imagine engineer who have studied thermodynamics in a superficial manner, throughout the course he or she engaged only with bare facts and some physics problems involving application of these facts. When it comes to solving puzzles, that nature presents it demands much more than a gamut of the known facts. Subsequently understanding the root cause of the problem, concepts, and theoretical background will be paramount knowledge that aids in resolving the puzzle. Hence, without such knowledge an engineer would be futile in solving the connundrums of the nature. The given example illustrates importance of the fundamental pillars(ideas, concepts, assumptions) that every subject is built upon. Only through learning of them one can really master the choosen craft.
Furthermore, another strong reason in support of the studying essential ideas is that it boosts the creativity of the students. Not only students are able to derive themselve the facts from the given concepts, but they also can engage further with the subject and derive new surprising practical applications and results. For instance, recently in the prominent science journal, an article was published by bachelor student who’ve been able to derive the new procurement process of the graphene, efficiency of his method exceeds most of the modern ones. In his interview, he acknowledge his professor, who helped him to understand the process of the catalysis in the simple chained carbon compounds and with a bit of fortune he’ve been able to create new graphene obtainnig process. In the example, students fortunate serendipity can be explained simply by his diligence in understanding of the fundamental processes of the catalysis and based on these concepts he originated new ideas.
On the contrary, before teaching such complex concepts related to the STEM subjects and other, one needs to assay the ability of their listening auditorium. In other words, it would be hard to understand the concept of the fluid mechanics, when you’re in a middle school or even a high school students strugle to engage with such complicated and notorious concepts. Thus, sometimes teaching facts is a justifiable action, as some concepts demand more mental faculty than students have at the given moment.
To sum up, instructors should always first illustrate basic assumptions and reasons of the subject, rather than teaching how to involve with bare facts. Nevertheless, in some particular instances engaging only with the outcomes of the concepts is a desirable option.
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Grammar and spelling errors:
Line 3, column 425, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a superficial manner" with adverb for "superficial"; eg, "in a hasty manner" with "hastily".
...ngineer who have studied thermodynamics in a superficial manner, throughout the course he or she engage...
^^^^^^^^^^^^^^^^^^^^^^^
Line 3, column 684, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Subsequently,
...h more than a gamut of the known facts. Subsequently understanding the root cause of the pr...
^^^^^^^^^^^^
Line 3, column 696, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...a gamut of the known facts. Subsequently understanding the root cause of the prob...
^^
Line 5, column 576, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'he' must be used with a third-person verb: 'acknowledges'.
Suggestion: acknowledges
...f the modern ones. In his interview, he acknowledge his professor, who helped him to unders...
^^^^^^^^^^^
Line 6, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...hese concepts he originated new ideas. On the contrary, before teaching such co...
^^^
Transition Words or Phrases used:
also, but, first, furthermore, hence, if, nevertheless, really, so, thus, for instance, in other words, on the contrary, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2796.0 2235.4752809 125% => OK
No of words: 517.0 442.535393258 117% => OK
Chars per words: 5.4081237911 5.05705443957 107% => OK
Fourth root words length: 4.76839952204 4.55969084622 105% => OK
Word Length SD: 2.91894089458 2.79657885939 104% => OK
Unique words: 274.0 215.323595506 127% => OK
Unique words percentage: 0.52998065764 0.4932671777 107% => OK
syllable_count: 850.5 704.065955056 121% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 48.1547093549 60.3974514979 80% => OK
Chars per sentence: 127.090909091 118.986275619 107% => OK
Words per sentence: 23.5 23.4991977007 100% => OK
Discourse Markers: 5.90909090909 5.21951772744 113% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.207521539451 0.243740707755 85% => OK
Sentence topic coherence: 0.0537696618368 0.0831039109588 65% => OK
Sentence topic coherence SD: 0.0420620783268 0.0758088955206 55% => OK
Paragraph topic coherence: 0.111614100809 0.150359130593 74% => OK
Paragraph topic coherence SD: 0.0218385043292 0.0667264976115 33% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.8 14.1392134831 112% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 14.39 12.1639044944 118% => OK
dale_chall_readability_score: 9.6 8.38706741573 114% => OK
difficult_words: 158.0 100.480337079 157% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
---------------------
Rates: 75.0 out of 100
Scores by essay e-grader: 4.5 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.