Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
The author states that the students should be taught facts only after studying the trends, concepts and ideas that support and explain those facts. I agree with the statement laid down by the author as it is seemingly credible. Facts, when taught beforehand, seems inappropriate to the students because they are unaware of the theories and ideas that bolster the facts. Thus, according to my opinion, facts must be taught after teaching the ideas and principles that expounds it.
First of all, a concept is the gist behind a fact and to understand the fact clearly, it is essential to get a clear idea of the basic principles and the concepts that prove the fact to be believable. For example, it is necessary for the students to learn the basics of mathematics like the arithmetic operations on numbers like addition, subtraction, multiplication, etc. followed by the teaching of some amazing facts like multiplication of any number with zero will result in zero. These facts seems intelligible for the students after knowing the basic concepts and ideas of the facts. Hence, it is feasible to teach concepts before teaching ideas.
Moreover, ideas, concepts and trends are completely theoretical and it is prudent to teach theoretical lesson first then followed by practical based facts. There are certain laws which supports the facts and gives an evident proof to support it. Furthermore, the Newton's Law of Gravitation, which proved that everything is attracted towards the earth due to the attractive force exerted by the earth, which is known as gravitation force. He stated that the attraction force between two bodies is directly proportional to the product of their masses and inversely proportional to the square of distance between them. Hence, his theory supports the fact that there is an attractive force exerted by the earth. Along with the laws of gravitation, Einstein's energy equation is a pith for the fact that mass is a type of energy. Hence, it is evident that the teaching of facts and ideas should be prior to teaching facts.
Conversely, there are certain facts which should be taught before teaching ideas and trends, because some facts are universal and based on experiments, rather than being abstract. These facts are intelligible and conveys a better meaning than the ideas and concepts. Going for a morning walk daily is good for health, eating fruits and healthy food keeps disease away, etc. these are the facts that must be taught beforehand as these are beneficial for the students. However, these are common facts and can be taught even by the parents. So, it is unlikely to teach facts beforehand.
Summing up my views regarding the authors' issue and based on the concrete evidence that teaching ideas and trends beforehand is an efficient practice, I thereby accede with the author's statement and conclude that educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-11 | bhavya_vasudeva | 50 | view |
| 2019-12-31 | Sumaiya Mila | 50 | view |
| 2019-11-17 | faatir | 50 | view |
| 2019-11-17 | faatir | 50 | view |
| 2019-10-29 | arubhardwaj | 54 | view |
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Grammar and spelling errors:
Line 3, column 498, Rule ID: AGREEMENT_SENT_START[1]
Message: You should probably use 'seem'.
Suggestion: seem
...h zero will result in zero. These facts seems intelligible for the students after kno...
^^^^^
Line 9, column 178, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'authors'' or 'author's'?
Suggestion: authors'; author's
...ent practice, I thereby accede with the authors statement and conclude that educators s...
^^^^^^^
Transition Words or Phrases used:
conversely, first, furthermore, hence, however, moreover, regarding, so, then, thus, for example, in fact, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 33.0 19.5258426966 169% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 22.0 14.8657303371 148% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 40.0 33.0505617978 121% => OK
Preposition: 56.0 58.6224719101 96% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 2502.0 2235.4752809 112% => OK
No of words: 492.0 442.535393258 111% => OK
Chars per words: 5.08536585366 5.05705443957 101% => OK
Fourth root words length: 4.70967865282 4.55969084622 103% => OK
Word Length SD: 2.64291737067 2.79657885939 95% => OK
Unique words: 219.0 215.323595506 102% => OK
Unique words percentage: 0.44512195122 0.4932671777 90% => OK
syllable_count: 743.4 704.065955056 106% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Interrogative: 1.0 0.740449438202 135% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 62.421338022 60.3974514979 103% => OK
Chars per sentence: 108.782608696 118.986275619 91% => OK
Words per sentence: 21.3913043478 23.4991977007 91% => OK
Discourse Markers: 5.17391304348 5.21951772744 99% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
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: 0.412694827499 0.243740707755 169% => OK
Sentence topic coherence: 0.119971471966 0.0831039109588 144% => OK
Sentence topic coherence SD: 0.137055529072 0.0758088955206 181% => OK
Paragraph topic coherence: 0.265953908823 0.150359130593 177% => OK
Paragraph topic coherence SD: 0.149567924531 0.0667264976115 224% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 13.2 14.1392134831 93% => OK
flesch_reading_ease: 58.62 48.8420337079 120% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 12.24 12.1639044944 101% => OK
dale_chall_readability_score: 8.08 8.38706741573 96% => OK
difficult_words: 106.0 100.480337079 105% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.