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Chapter 7
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Questions in this quiz (31)
1In Dimension 1—Scientific and Engineering Practices, asking questions for __________ and defining
problems for ____________ is the first element in the Framework for K—12 Science Standards (NRC,
2011).- Aengineering – science
- Binvestigation – students
- Cstudents – investigation
- Dscience – engineering
- Eteachers – students
2One of the most important roles of the teacher in an inquiry science classroom is to:
- Aask the right questions at the right time
- Bassign five warm-up review questions for students to answer at the start of class
- Cpromote student discourse in the classroom.
- DB & C only
- EA & C only
3Teachers who teach science as inquiry ask questions to:
- Afocus investigations and also shift focus from observation to explanation.
- Bprobe prior knowledge and stimulate reflective thinking.
- Cencourage creativity and develop student understanding.
- Dall of the above
- EA & B only
4Which of the following statements was NOT found to be true according to researchers who conducted a series of observations of science teachers' questioning behaviors?
- AStudents were largely quizzed on a series of knowledge level, vocabulary-focused questions
- BEffective questioning was relatively rare
- CTeachers’ questions emphasized knowing the right answer.
- DMost teachers’ questioning sessions monitored the leaners’ understanding of ideas and
encouraged deep thinking.
5Formative assessments that are lesson-embedded rely on the teacher’s use of:
- Adiagrams and drawings.
- Bwell-chosen questions.
- Cconcept maps
- Dscaffolding
- Estudent responses.
6Which of the following is NOT a classification of questions:
- Aproductive or unproductive
- Bperson-centered or subject-centered
- Cequitable or inequitable
- Dinternal or external
- Eclosed or open-ended
7Which of the following statements is NOT descriptive of open-ended questions?
- AOpen-ended questions have a single correct answer
- BOpen-ended questions encourage verbal development
- COpen-ended questions enable multiple students to make useful contributions to a discussion
- DOpen-ended questions trigger divergent thinking.
8Which of the following statements is NOT descriptive of closed questions?
- AClosed questions can be answered in a number of ways.
- BA single word is seldom an adequate answer to a closed question.
- CClosed questions require a student to think convergently.
- DClosed questions help the teacher assess the students’ factual recall.
- EA & B only
9“How many of you observed your mealworm last night”? is an example of which type of question?
- Asubject-centered
- Bperson-centered
- Cclosed
- Dopen-ended
- EB & C
10“What is the mineral make-up of the igneous rock granite?” is an example of which type of question”?
- Asubject-centered
- Bperson-centered
- Copen-ended
- DA & C
- EB & C
- Asubject-centered
11“How would you design an investigation to find out if mealworms prefer to eat potato or apple slices”? is
an example of which kind of question?- Asubject-centered
- Bperson-centered
- Copen-ended
- DA & C
- EB & C
- Asubject-centered
12“What are some things you noticed about the way the moon looked in the sky last night?” is an example of:
- Aa closed question
- Ban open-ended question
13“When the moon rises in the east at sunset, what is its phase?” is an example of:
- Aa closed question
- Ban open-ended question
14“What are the possible explanations for the broken egg on the ground?” is an example of
- Aa closed question
- Ban open-ended question
15Teacher: What did you do to make the bulb light?
Student: I put a wire from the battery to here, and I put a wire from the other end of the battery to the
bulb.
Teacher: One wire on the side of the bulb and one wire on the bottom with the wires touching each end
of the battery. A complete pathway or circuit is formed
What type of response did the teacher give?- Aaccepting response
- Bextending response
- Cprobing response
16Teacher: Why did you need to touch the side and the bottom of the bulb to complete the pathway?
Student: Maybe it had to do with how the bulb is wired inside.
Teacher: Very good thinking.
What type of response did the teacher give?- Aaccepting response
- Bextending response
- Cprobing response
17Teacher: How do you think the wires are connected on the inside of the bulb?
What type of response did the teacher give?- Aaccepting response
- Bextending response
- Cprobing response
18If you want to promote fact recall you should ask:
- Aclosed questions.
- Bopen-ended questions
- Cprobing questions
- Deasy questions
- Edifficult questions
19“How do your findings compare with the rest of the class?” would be most appropriately used at which 5-E phase?
- AEngage
- BExplore
- CExplain
- DElaborate
- EEvaluate
20“What do you know about _______?” would be most appropriately used at which 5-E
phase?- AEngage
- BExplore
- CExplain
- DElaborate
- EEvaluate
21“What data are you collecting?” would be most appropriately used at which 5-E phase?
- AEngage
- BExplore
- CExplain
- DElaborate
- EEvaluate
22“Considering what happened, how has your thinking about this changed?” would be most
appropriately used at which 5-E phase?- AEngage
- BExplore
- CExplain
- DEvaluate
- EElaborate
23“Do you expect the same results if you use different objects?” would be most
appropriately used at which 5-E phase?- AEngage
- BExplore
- CExplain
- DEvaluate
- EElaborate
24“What patterns do you find in your data?” would be most
appropriately used at which 5-E phase?- AEngage
- BExplore
- CExplain
- DElaborate
- EEvaluate
25Accountable talk is discourse that:
- Agoes beyond answering questions that you pose as a teacher.
- Bpromotes learning.
- Csharpens student thinking by reinforcing their ability to use knowledge appropriately.
- Dencourages students to actively listen to each other, building on one another’s ideas
- Eall of the above
26Which of the following statements is NOT part of the formative assessment scaffolding “feedback loop”?
- ATeachers ask questions to better grasp the students’ levels of understanding
- BStudents respond to the questions orally, in writing, or through diagrams and drawings.
- CTeachers recognize and acknowledge student responses.
- DTeachers provide corrections of all erroneous responses.
- ETeachers provide scaffolds to improve learning and understanding.
27You discover that many of the students in your class have never been to the beach. The question ”What do
you experience when you wade out into the ocean?” is probably:- Aequitable
- Binequitable
- Cperson-centered
- DA & C only
- EB & C only
28Productive questions developed by the teacher to scaffold learning and inquiry must:
- Abe focused on the intended topic.
- Bbe focused on a broad spectrum of science topics
- Cencourage students to think about specific science practices, concepts, and ideas.
- Dquantitative in nature.
- EA & C only
29Discussing differences in observations with numerical data reported by groups gives your students an
opportunity to:- Apractice engaging in argument from evidence (NGSS).
- Bmake some fresh observations instead of just arguing who is right
- Cpractice using mathematics and computational thinking (NGSS).
- Dall of the above
- EA & C only
30Questions that focus on interpretation and explanation should be:
- Apursued for a sufficient time to get responses from several student groups.
- Bopen-ended.
- Cdivergent
- Dall of the above
- EB & C only
31Most teachers wait less than a second for a student to respond after asking a question. Researchers suggests
that more appropriate wait-time for thoughtful student response is a least:- A1 second
- B3 seconds
- C10 seconds
- D20 seconds
- E30 seconds
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- Bio 400 at Azusa Pacific University
- Author
- Lauralee Johnson
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- English
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