Do you agree or disagree with the following statement?
It is more important for students to understand ideas and concepts than it is for them to learn facts.
It is known that both concepts and facts are basic parts of learning, teaching and assessment process. They are correlated but concepts are broadened and understandable ideas while facts are usually memorized information. I strongly agree that it is more suitable that students to learn concepts than just facts.
Learning concepts is a longer and maybe a life-longer process. It is also a slow process because to understand a concept we have to gather information, make connections, create mental maps or graphs and correlate all these together. For this reason, we can keep this idea for a long time or even our entire life, since its forgetfulness is hard to happen. When we understand an idea or concept we create in our mind a network of information, examples, images and feelings that are all interconnected to create the understanding of that concept. It is not just a fact or information, it is a whole process that makes sense in our minds.
Memorizing facts, on the other hand, is a faster process that is usually made by repetition. Maybe due to this reason, it is easily forgotten. For example, Streptococcus Mutans cause tooth decay is a fact that maybe just dentists should know and comprehend why. If I state this fact to one hundred people and after two hours I ask them which bacteria cause tooth decay, probably less than ten people will remember this fact. However, when dentists or dental hygienists teach the concept that involves tooth decay and why brushing teeth is important and avoid this process by remineralizing the acidic environment created by bacteria, patients will seldom forget the idea and will be motivated to follow the instructions.
Similarly, this may happen with students. Understanding ideas and concepts will enable them to think critically and develop broad conceptual connections between different subjects. However, when students just memorize facts, they rarely will be able to answer conceptual questions, because their critical thinking skills are not developed, and they easily forget the facts that they had just memorized for a test. For instance, knowing that Brazil was discovered by Pedro Alvares Cabral at 1500 is a fact that students can memorize, but it is much more important for them to understand the idea that Brazil had already been discovered at that time and how the colonization process has occurred.
To sum up, I believe that understand concepts is a crucial aspect of learning process. Although memorize facts is also part of it, we can do this better and more efficiently when we already understand the broad conceptual knowledge about the topic.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-07 | nilav | 66 | view |
| 2023-04-18 | sonyeoso | 78 | view |
| 2023-02-09 | Rasika0511 | 73 | view |
| 2022-12-30 | MotherAstronaut | 65 | view |
| 2022-12-30 | MotherAstronaut | 65 | view |
- Do you agree or disagree with the following statement Television advertising directed toward young children aged two to five should not be allowed Use specific reasons and examples to support your answer 70
- TOEFL integrated writing work a four day week 70
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- TPO- Integrated Writing Task 3
- Sea otters are a small mammal that lives in the waters along North America's west coast from California to Alaska. A few years ago some of the sea otter populations off the Alaskan coast started to decline rapidly, which raised several concerns becau 80
Grammar and spelling errors:
Line 9, column 79, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
...oncepts is a crucial aspect of learning process. Although memorize facts is also part o...
^^^^^^^
Transition Words or Phrases used:
also, but, however, if, may, similarly, so, while, for example, for instance, to sum up, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 15.1003584229 172% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 23.0 13.8261648746 166% => OK
Relative clauses : 20.0 11.0286738351 181% => OK
Pronoun: 54.0 43.0788530466 125% => Less pronouns wanted
Preposition: 33.0 52.1666666667 63% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2201.0 1977.66487455 111% => OK
No of words: 431.0 407.700716846 106% => OK
Chars per words: 5.10672853828 4.8611393121 105% => OK
Fourth root words length: 4.55637350225 4.48103885553 102% => OK
Word Length SD: 2.84404411846 2.67179642975 106% => OK
Unique words: 221.0 212.727598566 104% => OK
Unique words percentage: 0.512761020882 0.524837075471 98% => OK
syllable_count: 666.9 618.680645161 108% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 69.9859503115 48.9658058833 143% => OK
Chars per sentence: 115.842105263 100.406767564 115% => OK
Words per sentence: 22.6842105263 20.6045352989 110% => OK
Discourse Markers: 5.57894736842 5.45110844103 102% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.335801157302 0.236089414692 142% => OK
Sentence topic coherence: 0.0995457303952 0.076458572812 130% => OK
Sentence topic coherence SD: 0.0664305969266 0.0737576698707 90% => OK
Paragraph topic coherence: 0.194343451397 0.150856017488 129% => OK
Paragraph topic coherence SD: 0.059521536909 0.0645574589148 92% => OK
Essay readability:
automated_readability_index: 14.0 11.7677419355 119% => OK
flesch_reading_ease: 57.61 58.1214874552 99% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 12.65 10.9000537634 116% => OK
dale_chall_readability_score: 8.35 8.01818996416 104% => OK
difficult_words: 99.0 86.8835125448 114% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
---------------------
Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 Out of 30
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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.