Test
Chapters 4 and 6
Preguntas del test (45)
1Throughout the process of inquiry instruction, teachers should do all of the following, except
- Aguide and focus student activities
- Buse their knowledge of their students to inform instructional decisions.
- Cencourage student learning
- Dgrade papers or read a book while students are investigating.
- Euse their knowledge of how students learn science concepts.
2Which is the correct sequential order of the phases of the 5-E Instructional Model?
- AEngage, Explore, Elaborate, Explain, Evaluate
- BExplore, Evaluate, Elaborate, Engage, Explain
- CEngage, Explore, Explain, Elaborate, Evaluate
- DExplain, Engage, Elaborate, Evaluate, Explore
- EEngage, Explain, Explore, Elaborate, Evaluate
3Which of the following is not true of Inquiry Models of Instruction?
- AThey mirror inquiry procedures of science.
- BThey are consistent with constructivist models of learning
- CThey are motivational and effective in teaching science to children
- DThey require less planning on the part of the teacher.
4Which instructional model is an expansion of the Science Curriculum Improvement Study (SCIS) Learning
Cycle and has two additional phases?- AGuided Discovery
- BHunter’s Lesson Design
- C5- E
- Dall of the above
- Enone of the above
5According to the National Science Education Standards, what should be the primary method for attaining the
goal of understanding in science?- ACooperative grouping
- BDirect instruction
- CInquiry instruction
- DTeacher directed learning
6During which of the phases of the 5-E Instructional Model would you expect to see the teacher encouraging
students to explain concepts and definitions in their own words, and formally providing definitions, and
using students’ previous experiences as the basis for explaining concepts?- AEngage
- BExplore
- CExplain
- DElaborate
- EEvaluate
7According to the authors, “scientific inquiry” can be used in several contexts. Which of the following is not
one of them?- AScientific inquiry refers to student activities that lead to scientific knowledge and understanding
- BScientific inquiry refers to different ways scientists study the natural world.
- CScientific inquiry refers to memorization of technical terms, facts, and theories
- DScientific inquiry refers to teaching methods designed to involve students in inquiry activities.
8Which of these features of inquiry instruction are teachers supporting when they require students to report
on their work, encourage multiple forms of communication, and facilitate small and large group discussion?- ALearners are engaged by scientific questions.
- BLearners give priority to evidence as they plan and conduct investigations
- CLearners connect evidence and scientific knowledge in generating explanations.
- DLearners apply their knowledge to new scientific problems.
9Learners engage in critical discourse with others about procedures, evidence, and explanations. Which
phase of the 5-E Instructional Model is similar to the Concept Invention phase of the SCIS Learning Cycle?- AEngage
- BExplore
- CExplain
- DElaborate
- EEvaluate
10Which phase of the 5-E Instructional Model is most like Guided Discovery?
- AEngage
- BExplore
- CExplain
- DElaborate
- EEvaluate
11Which of the following teacher actions is inconsistent with the 5-E Instructional Model during the Engage
Phase?- ACreates interest
- BGenerates curiosity
- CProvides definitions and answers.
- DRaises questions
- EAttempts to uncover what students know or think about the concept/topic.
12Which of the following teacher actions is inconsistent with the 5-E Instructional Model during the Elaborate
Phase?- ALeads students step-by-step to a solution
- BExpects students to use formal labels, definitions, and explanations provided previously
- CEncourages students to apply or extend the concepts and skills in new situations.
- DRefers students to existing data and evidence and asks: “What do you already know? Why do you
think….?” - EReminds students of alternate explanations.
13Which of the following would you expect a teacher to do during a Guided Discovery Lesson?
- AIntroduce the problem.
- BDistribute materials in an orderly way.
- CAsk questions to guide the children’s exploration.
- DListen to the students tell about their discoveries.
- EAll of the above.
14Research into the effectiveness of inquiry instruction has shown this approach to be effective in
- Afostering problem solving, creativity, and independent learning.
- Bimproving reasoning, observing, and logical analysis.
- Cincreasing scores on measures of general science achievement, process skills, analytical skills, and
related skills such as language arts and mathematics. - Denhancing positive attitudes toward science.
- EAll of the above.
15Which of the following might be more appropriately taught using a direct teach instructional model, such as
Hunter’s Lesson Design, than by an inquiry approach?- AThe variables related to floating and sinking.
- BWhich materials are attracted to magnets.
- CHow to focus a microscope.
- DThe cycle of the moon’s phases throughout the month.
- EAll of the above.
16A general arrangement of phases, steps, actions, or decision points for teaching and learning is known as
- Aan advance organizer
- Ba concept map.
- Can instructional model.
- Da lesson plan.
- Einquiry.
17 Guided Discovery:
- AConsists of three phases of instruction: exploration, concept invention, and
application - BIncludes the following phases: engage, explore, explain, elaborate, and
evaluate - C Provides for direct instruction through the following steps: anticipatory
set, objectives and purpose, instructional input, modeling, monitoring
understanding and adjusting instruction, and guided and independent
practice. - D Begins with an interesting question and concrete materials. Proceeds
through exploration to find answers to questions.
- AConsists of three phases of instruction: exploration, concept invention, and
18SCIS Learning Cycle:
- A Consists of three phases of instruction: exploration, concept invention, and
application - B Includes the following phases: engage, explore, explain, elaborate, and
evaluate - C Provides for direct instruction through the following steps: anticipatory
set, objectives and purpose, instructional input, modeling, monitoring
understanding and adjusting instruction, and guided and independent
practice. - D Begins with an interesting question and concrete materials. Proceeds
through exploration to find answers to questions
- A Consists of three phases of instruction: exploration, concept invention, and
195-E :
- AConsists of three phases of instruction: exploration, concept invention, and
application. - B Includes the following phases: engage, explore, explain, elaborate, and
evaluate - C Provides for direct instruction through the following steps: anticipatory
set, objectives and purpose, instructional input, modeling, monitoring
understanding and adjusting instruction, and guided and independent
practice. - D Begins with an interesting question and concrete materials. Proceeds
through exploration to find answers to questions.
- AConsists of three phases of instruction: exploration, concept invention, and
20 Hunter’s Lesson Design:
- A Consists of three phases of instruction: exploration, concept invention, and
application - B Includes the following phases: engage, explore, explain, elaborate, and
evaluate - C Provides for direct instruction through the following steps: anticipatory
set, objectives and purpose, instructional input, modeling, monitoring
understanding and adjusting instruction, and guided and independent
practice. - D Begins with an interesting question and concrete materials. Proceeds
through exploration to find answers to questions.
- A Consists of three phases of instruction: exploration, concept invention, and
21Benchmarks and the content standards of the National Science Education Standards (NSES) do NOT:
- Aspecify broad goals.
- Bspecify how students should progress toward science literacy.
- Crecommend what students should know and be able to do by the time they reach certain grade
levels. - Dinform teachers specifically of what to teach.
22In the Next Generation Science Standards (NGSS), the “disciplinary core ideas” are similar to the
__________ in the National Science Education Standards (NSES).- AScience Content Standards
- BScience Education Program Standards
- CScience Education System Standards
- DScience Teaching Standards
23School district curriculum guides are usually created during the summer by:
- Ateachers
- Bscience coordinators
- Cparents
- Dall the above
- EA and B only.
24Curriculum documents often include:
- Alearning experiences
- Bcorrelations to state standards
- Ccommon assessments
- D instructional resources
- Eall of the above
25A scope and sequence guide specifies:
- Akey science vocabulary to be learned
- Bthe time of year and the length of time to spend on each part of the content.
- Cthe type of assessment to be employed.
- Dhow to teach the science content.
- EAll of the above.
26A novice teacher is required to teach a unit on the phases of the moon, but lacks a deep understanding of
the topic. He should:- Aavoid the topic and substitute a different topic which he feels more comfortable with.
- Bread textbook chapters, teachers’ guides for nationally funded science projects, and quality
children’s books on the topic. - Ctalk to other teachers and science education specialists.
- Duse an Internet search engine such as Google or Yahoo! to locate appropriate science content
discussions. - EB, C, & D
27Which of the following is NOT true of a well-written instructional objective?
- AIt specifies the audience with a statement like: “students will be able to"
- BUses verbs such as “know” or “understand” to describe student behaviors
- CIt uses action words to specify the different performances and/or behaviors that display student
knowledge, understandings, attitudes, and/or skills. - DIt specifies the content that is to be acted on by the learners.
- EIt is aligned with the instructional and assessment activities of the lesson.
28An instructional objective for a lesson that emphasizes the cognitive process of remembering would likely include verbs from which list?
- AKnow, understand, realize
- BDistinguish, describe, compare
- CIdentify, name, define, state
- DClassify, interpret, explain, apply, demonstrate
29Well-designed science lesson plans generally include:
- Aa science content outline or concept map.
- Binstructional objectives.
- Clearning activities
- Dassessment tasks and procedures.
- Eall of the above.
30Instructional objectives
- Aprovide an organizational framework for lesson planning
- Bdescribe specific learning targets for students to achieve during lessons.
- Cdo not need to be aligned with the lesson’s assessment strategies.
- Dshould be the same for learners at all grade levels.
- Eall of the above.
31Good lessons begin with
- Acreating something new.
- Bclassificatory investigations
- Cusing information in a new way.
- Dgood engagements.
- Eexplanations of concepts.
32A scientific phenomenon that has a surprising or unusual outcome for students to consider is called
- Aan alternative conception.
- Ban open inquiry activity
- Ca discrepant event.
- Da rubric.
33Engage:
- AChildren assemble as a whole class. The teacher asks children to
discuss the results of their investigation on light and color.
Differences in group results are noted and discussed. The teacher
introduces the notion of primary and secondary colors and
discusses how they fit the children’s investigations and results. - BThe teacher uses a record sheet that lists children’s names and
lesson objectives. Throughout the activities the teacher determines
what each child seems to be learning. Problem sheets on light and
color are completed by the children with the teacher providing
feedback on their learning. A test is given at the completion of the
lessons on light and color. - CThe teacher shows the students a color wheel consisting of a
cardboard disc, colored with different weds or pie-shaped colors. A
string is passed through two small holes in the color wheel. When
the teacher spins the color wheel on the string, the children
excitedly observe that the wheel seems to take on different hues. - DStudents use their new knowledge of color to investigate what
happens when lights of various colors are shined on different
colored objects. On a field trip to a supermarket, they note that red
light is often used to illuminate the beef in meat cases. - EChildren work in groups using color filters over flashlights to
investigate what happens when different color lights overlap. They
record their data on teacher prepared data sheets.
- AChildren assemble as a whole class. The teacher asks children to
34Explore
- AChildren assemble as a whole class. The teacher asks children to
discuss the results of their investigation on light and color.
Differences in group results are noted and discussed. The teacher
introduces the notion of primary and secondary colors and
discusses how they fit the children’s investigations and results. - BThe teacher uses a record sheet that lists children’s names and
lesson objectives. Throughout the activities the teacher determines
what each child seems to be learning. Problem sheets on light and
color are completed by the children with the teacher providing
feedback on their learning. A test is given at the completion of the
lessons on light and color. - CThe teacher shows the students a color wheel consisting of a
cardboard disc, colored with different weds or pie-shaped colors. A
string is passed through two small holes in the color wheel. When
the teacher spins the color wheel on the string, the children
excitedly observe that the wheel seems to take on different hues. - DStudents use their new knowledge of color to investigate what
happens when lights of various colors are shined on different
colored objects. On a field trip to a supermarket, they note that red
light is often used to illuminate the beef in meat cases. - EChildren work in groups using color filters over flashlights to
investigate what happens when different color lights overlap. They
record their data on teacher prepared data sheets.
- AChildren assemble as a whole class. The teacher asks children to
35Explain
- AChildren assemble as a whole class. The teacher asks children to
discuss the results of their investigation on light and color.
Differences in group results are noted and discussed. The teacher
introduces the notion of primary and secondary colors and
discusses how they fit the children’s investigations and results. - BThe teacher uses a record sheet that lists children’s names and
lesson objectives. Throughout the activities the teacher determines
what each child seems to be learning. Problem sheets on light and
color are completed by the children with the teacher providing
feedback on their learning. A test is given at the completion of the
lessons on light and color. - CThe teacher shows the students a color wheel consisting of a
cardboard disc, colored with different weds or pie-shaped colors. A
string is passed through two small holes in the color wheel. When
the teacher spins the color wheel on the string, the children
excitedly observe that the wheel seems to take on different hues. - DStudents use their new knowledge of color to investigate what
happens when lights of various colors are shined on different
colored objects. On a field trip to a supermarket, they note that red
light is often used to illuminate the beef in meat cases. - EChildren work in groups using color filters over flashlights to
investigate what happens when different color lights overlap. They
record their data on teacher prepared data sheets.
- AChildren assemble as a whole class. The teacher asks children to
36Elaborate
- AChildren assemble as a whole class. The teacher asks children to
discuss the results of their investigation on light and color.
Differences in group results are noted and discussed. The teacher
introduces the notion of primary and secondary colors and
discusses how they fit the children’s investigations and results. - BThe teacher uses a record sheet that lists children’s names and
lesson objectives. Throughout the activities the teacher determines
what each child seems to be learning. Problem sheets on light and
color are completed by the children with the teacher providing
feedback on their learning. A test is given at the completion of the
lessons on light and color. - CThe teacher shows the students a color wheel consisting of a
cardboard disc, colored with different weds or pie-shaped colors. A
string is passed through two small holes in the color wheel. When
the teacher spins the color wheel on the string, the children
excitedly observe that the wheel seems to take on different hues. - DStudents use their new knowledge of color to investigate what
happens when lights of various colors are shined on different
colored objects. On a field trip to a supermarket, they note that red
light is often used to illuminate the beef in meat cases. - EChildren work in groups using color filters over flashlights to
investigate what happens when different color lights overlap. They
record their data on teacher prepared data sheets.
- AChildren assemble as a whole class. The teacher asks children to
37Evaluate
- AChildren assemble as a whole class. The teacher asks children to
discuss the results of their investigation on light and color.
Differences in group results are noted and discussed. The teacher
introduces the notion of primary and secondary colors and
discusses how they fit the children’s investigations and results. - BThe teacher uses a record sheet that lists children’s names and
lesson objectives. Throughout the activities the teacher determines
what each child seems to be learning. Problem sheets on light and
color are completed by the children with the teacher providing
feedback on their learning. A test is given at the completion of the
lessons on light and color - CThe teacher shows the students a color wheel consisting of a
cardboard disc, colored with different weds or pie-shaped colors. A
string is passed through two small holes in the color wheel. When
the teacher spins the color wheel on the string, the children
excitedly observe that the wheel seems to take on different hues. - DStudents use their new knowledge of color to investigate what
happens when lights of various colors are shined on different
colored objects. On a field trip to a supermarket, they note that red
light is often used to illuminate the beef in meat cases. - EChildren work in groups using color filters over flashlights to
investigate what happens when different color lights overlap. They
record their data on teacher prepared data sheets.
- AChildren assemble as a whole class. The teacher asks children to
38Which of the following is NOT one of the purposes for setting up learning centers?
- ALearning centers are a good way to present inquiry activities, especially in the lower grades.
- BLearning centers involve students in developing a better understanding of specific science
concepts. - CLearning centers can be used as rewards for those students who finish their work early
- DLearning centers can motivate, guide, and support the learning of individuals and small groups.
- ELearning centers allow teachers to meet individual needs and provide students with self-directed
learning.
39Which of the following sequences of student grouping patterns most closely parallels a typical 5-E lesson?
- AWhole group—cooperative groups—whole group—cooperative groups—individual
- BWhole group—individual—cooperative groups—individual—whole group
- CIndividual—whole group—pairs—cooperative groups—whole group
- DCooperative groups—pairs—individual—whole group—cooperative groups
- ECooperative groups—cooperative groups—cooperative groups—cooperative groups—cooperative
groups
40A main reason that formative assessment should be built into a lesson during planning is
- AIt enables teachers to identify the amount and type of scaffolding assistance needed by their
students during the lesson. - BIt provides a basis for grades and accountability
- CA rubric can be developed during the planning process
- DStudents can’t remember everything they learn until the end of the lesson.
- AIt enables teachers to identify the amount and type of scaffolding assistance needed by their
41Summative assessment:
- A provides a basis for grades and accountability.
- Bis assessment at the end of lessons.
- Cis on-going assessment.
- Dis both B and C.
- Eis both A and B.
42In order to provide a safe and supportive learning environment in the science classroom, teachers should take into consideration:
- Athe room’s size and arrangement.
- Bpatterns of student movement.
- Cthe ratio of boys to girls.
- DA, B, & C.
- EA & B only.
43One of the top reasons teachers leave the classroom is.
- Aclassroom management issues.
- Black funds for instructional materials.
- Cpoor quality food in the cafeteria.
- Dconstant lesson planning
- Erequired attendance at after-school parent-teacher meetings
44The main purpose of classroom management is to ensure safety and
- Acontrol student behavior.
- Befficiently distribute materials.
- Cestablish a learning community
- Dminimize noise level
- Efacilitate learning.
45When misbehavior prevents the learning of others or is potentially dangerous, it is called:
- Aannoying
- Bdisruptive
- Cillegal.
- Dinappropriate.
- Eoff-task.
Información
- Descripción
- BIO 400 Azusa Pacific University
- Autor
- Lauralee Johnson
- Idioma
- English
- Visitas
- 3.914
- Etiquetas
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