Quiz
Chapter 3
Perguntas do quiz (27)
1A child’s development depends on the child’s
- Aage
- Bexperiences
- Csocio-economic background
- Dethnic background
- Eall of the above
2Which statement best describes the process of constructing new knowledge?
- ALearners use prior knowledge to organize incoming information in various ways to form new
knowledge, and they integrate new knowledge with prior knowledge to expand their knowledge
base - BTeachers provide verbal (oral or written) information which enters and remains in learners’ minds.
- CLearners discover new knowledge by interacting with hands-on, real-world materials.
- DLearners acquire knowledge when they listen to what others say
- EAll of the above.
- ALearners use prior knowledge to organize incoming information in various ways to form new
3It is likely that most students in grades 3 through 6 (ages 7-11) are:
- Apreoperational thinkers
- Bconcrete operational thinkers
- Ctransitional thinkers
- Dformal operational thinkers
4The region between the learner’s spontaneous level of knowing and thinking, and the level he or she can
reach in problem-solving with assistance is called:- Ametacognition.
- Bconstructive learning.
- Cscaffolding.
- Da schema
- Ethe zone of proximal development.
5The term scaffolding refers to:
- Aone of Piaget’s levels of development
- Bstudent ideas that are not congruent with accepted scientific views
- Cthe teacher providing instructional assistance to enable learners to achieve higher levels.
- Dthe region between the learner’s spontaneous level of knowing and thinking, and the level he or
she can reach in problem solving with assistance.
6Children of primary grades (K—2) are most likely to be in the _____________ stage of development.
- Asensorimotor
- Bpreoperational
- Cformal operational
- Dconcrete operational
- EA and B.
7The Next Generation Science Standards recommend:
- Aconnecting science to children’s literature in grades K—8.
- Bconnecting science to technology, engineering, and mathematics.
- Cconnecting the science disciplines.
- Dall of the above.
- Eboth B and C.
8To demonstrate understanding of a scientific idea, a student might:
- Adefine relevant terms.
- Bapply new knowledge to new problems
- Cwrite in a journal about how they feel about activities.
- Dcomplete “fill-in-the-blank” worksheets.
- Eboth A and D.
9The use of previously learned knowledge in new situations is referred to as
- Adiscovery
- Bconstruction.
- Ctransfer.
- Dscaffolding.
10According to the social constructivist model of learning theory, which of the following is NOT one of the
things learners must do in order to construct new knowledge?- AMemorize terms and definitions presented by the text.
- BSelect specific aspects of incoming information to consider
- COrganize the selected information in various ways such as by sequencing, classifying, connecting,
and relating to form new factual and conceptual knowledge. - DIntegrate new knowledge with prior knowledge, thus expanding the knowledge base
11Children’s misconceptions
- Acan be seen as necessary conceptual stepping stones on a path toward more accurate knowledge.
- Bshould be seen as attempts by children to make sense of the world around them.
- Cbuild on more correct notions that coexist with the misconceptions.
- Dmay reflect mistaken ontological commitments which, when altered, allow the child access to
other, more relevant, and already present concepts. - Eall of the above
12Alternative conceptions (misconceptions) are children’s ideas that:
- Aare not congruent with accepted scientific views.
- Baccurately describe accepted scientific views.
- Care easy to change with appropriate instruction.
- Dteachers should not be concerned with.
- Eall of the above
13For conceptual change to occur, the teacher must do all EXCEPT:
- Apresent scientific conceptions.
- Brecognize students’ current misconceptions
- Chelp students become dissatisfied with them.
- Dhave the student memorize the accepted scientific concepts
- Eenable students to apply and integrate the new concepts into their thinking.
14External support that helps learners to be successful with various learning tasks is referred to as
- Atransfer.
- Bconcept mapping
- Cscaffolding.
- Daccessing prior knowledge.
15Able to plan complex experimental investigations--Which of Piaget's Cognitive Stages?
- ASensorimotor
- BPreoperational
- CConcrete Operational
- DFormal Operations
16Has just developed the ability to conserve length and liquid volume: Which of Piaget's Cognitive Stages?
- ASensorimotor
- BPreoperational
- CConcrete Operational
- DFormal Operations
17Thinks in subjective and egocentric ways: Which of Piaget's Cognitive Stages?
- ASensorimotor
- BPreoperational
- CConcrete Operational
- DFormal Operations
18Learns only from his/her physical responses to sensory stimuli: Which of Piaget's Cognitive Stages?
- ASensorimotor
- BPreoperational
- CConcrete Operational
- DFormal Operations
19Has just developed the ability to think reversibly: Which of Piaget's Cognitive Stages?
- ASensorimotor
- BPreoperational
- CConcrete Operational
- DFormal Operations
20Can deal with ratios and proportions: Which of Piaget's Cognitive Stages?
- ASensorimotor
- BPreoperational
- CConcrete Operational
- DFormal Operations
21_________________ takes place “when people do something again in similar, but not identical ways to
reinforce what they have learned while adding something new”.- APractice
- BScaffolding
- CRehearsal
- DConservation
- EConcept mapping
22What is a necessary part for full development of science proficiency?
- AActive engagement in the practices of science
- BExposure to developmentally appropriate instruction and materials
- CA range of instructional approaches
- DAll of the above.
- EB & C
23Which of the following is NOT true of concept maps?
- AThey can provide a visual representation of a person’s schema
- BThe can only be organized in one way in order to correctly show relationships among concepts
- CThey are useful for planning instruction and for assessment.
- DThey use lines and linking words to connect and show relationships among concepts.
24When predicting balance on an equal-arm balance, a child in the concrete operational stage of cognitive development would most likely:
- Ahave to use trial and error to approach the problem.
- Buse simple, qualitative, non-numeric rules to approach the problem
- Cuse quantitative, numeric rules to approach the problem.
- Dbe unable to come up with a reasonable prediction.
25Without an adequate level of prior knowledge:
- Amisconceptions cannot be remedied.
- Bnew learning and its transfer to new situations cannot be expected.
- Clearning science for understanding cannot be achieved.
- Dstudents are perceived as relatively passive learners.
26If you were to observe Dr. Contant’s class, you would probably see students actively participating in
classroom activities. You might hear discussions and collaborations among two or more students. Students
will most likely be involved in constructive questioning and critiquing of each other’s work and assuming responsibility for helping one another learn. Dr. Contant’s classroom environment would be best described as:- Achaotic
- Ba community of learners
- Clinguistically and culturally diverse
- Din need of behavior modification
- Eat risk
27Teaching through inquiry has to be established _________________. Students need to be coached on what to do when placed into groups, know how to assign roles, know how to constructively talk through problems and issues, and practice in setting up simple experiments and designing procedures that either have a control or only change a single variable.
- Aby mid-semester
- Btoward the end of the school year
- Cfrom the beginning of the year
- Dbetween the first and second semester
- Ewhenever the teacher feels comfortable doing it.
Informações
- Descrição
- BIO 400 Azsua Pacific University
- Autor
- Lauralee Johnson
- Idioma
- English
- Visualizações
- 572
- Etiquetas
- Avaliação
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