Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
All the facts in the world are coming from researches, examinations, and repeated verifying. Whether educators should give students the facts directly or require them to conclude the facts on their own? From my point of view, it is imperative for students to do research and studies before being given the truth because this is the way to develop their scientific thinking, another reason is the responsibility of educators who should impart students how to access to the facts.
First of all, since the essence of acquiring knowledge is to extend and explore the necessary expertise, so students should first study the concepts, related materials before they obtain the truth. Nowadays, knowledge is updated faster than the speed of students' learning. If students keep memorizing the facts and results mechanically, they will lose the ability to further their knowledge. For instance, mathematics, geometry, and chemistry both include formulas, complicated calculation and analogizing. How to apply a basic formula to solve a thousand questions? How to use a given data to verify two congruent triangles? How to conclude an existed natural phenomenon? These questions illustrate that the critical way to equip students with the ability to handle more problems should be an approach to how they can get the facts, but not give the facts directly.
Indeed, in the perspective of an educator’s responsibility, the efficient way is to teach students access to the facts step by step instead of bringing them to the end of the tunnel instantly. Like mathematics problems, there are several ways will lead to the same fact. However, some students get the fact with a false verifying process. If educators only focus on the final fact，ignoring how the students solve this problem, they will hardly find the correct way to solve the same type of issues in the future. Also, when educators only focus on the results, it might lead students to find the facts in the wrong way – searching the internet, copy others results. Therefore, students cannot master a way to solve problems on their own.
However, some people might believe that by knowing the facts which prevent students waste time on false direction. It is necessary for students to experience the process of access to the facts even they will waste time in a wrong direction. By undergoing the process, students can not only develop their patients but also build their knowledge system to solve problem flexibly.
In conclusion, by addressing, exploring, and verifying to get the facts is a significant way for students to gain the ability to solve problems. Also, for educators, they will successfully offer students the knowledge that how to access to the facts.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-29 | ADIBA IBNAT HOSSAIN | 54 | view |
- Do you agree or disagree with the following statement? People in the past are more interested in improving their neighborhood (the area where they live) 90
- Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts. 66
- There is little justification for society to make extraordinary efforts—especially at a great cost in money and jobs—to save endangered animal or plant species. 83
Grammar and spelling errors:
Line 3, column 627, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...data to verify two congruent triangles? How to conclude an existed natural phenomen...
^^^
Line 5, column 119, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'facts'' or 'fact's'?
Suggestion: facts'; fact's
... way is to teach students access to the facts step by step instead of bringing them t...
^^^^^
Transition Words or Phrases used:
also, but, first, however, if, so, therefore, for instance, in conclusion, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 19.5258426966 61% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 24.0 33.0505617978 73% => OK
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2295.0 2235.4752809 103% => OK
No of words: 445.0 442.535393258 101% => OK
Chars per words: 5.15730337079 5.05705443957 102% => OK
Fourth root words length: 4.59293186426 4.55969084622 101% => OK
Word Length SD: 2.83077930093 2.79657885939 101% => OK
Unique words: 217.0 215.323595506 101% => OK
Unique words percentage: 0.487640449438 0.4932671777 99% => OK
syllable_count: 693.9 704.065955056 99% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 56.2091725111 60.3974514979 93% => OK
Chars per sentence: 104.318181818 118.986275619 88% => OK
Words per sentence: 20.2272727273 23.4991977007 86% => OK
Discourse Markers: 3.95454545455 5.21951772744 76% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => 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: 0.261183546842 0.243740707755 107% => OK
Sentence topic coherence: 0.0818123415622 0.0831039109588 98% => OK
Sentence topic coherence SD: 0.0577513049844 0.0758088955206 76% => OK
Paragraph topic coherence: 0.163201221628 0.150359130593 109% => OK
Paragraph topic coherence SD: 0.0535307349951 0.0667264976115 80% => OK
Essay readability:
automated_readability_index: 13.0 14.1392134831 92% => Automated_readability_index is low.
flesch_reading_ease: 51.18 48.8420337079 105% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 12.65 12.1639044944 104% => OK
dale_chall_readability_score: 8.5 8.38706741573 101% => OK
difficult_words: 109.0 100.480337079 108% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.