Biology Forums - Study Force

Three of the following teachers are using scaffolding to help their students learn. Which one is not necessarily providing scaffolding?
 
  a. Ms. Applegate gives her students a structure to follow when they write their first essay.
  b. Mr. Bernardo teaches a backhand tennis swing by gently guiding each student through the correct movement a few times.
  c. Ms. Chen gives her class some hints about how to solve an especially difficult word problem.
  d. Mr. Donaldson takes his students on a field trip to a local history museum.

Ques. 2

Imagine that you want to improve middle school students' ability to learn information from their textbooks. Considering research results described in the textbook, which technique would you be most likely to use?
 
  a. Discovery learning
  b. Authentic activities
  c. Reciprocal teaching
  d. Drill-and-practice exercises using flashcards of new vocabulary words

Ques. 3

Sociocultural theory suggests that with development, children acquire many cognitive tools of their culture. Which teacher is most clearly applying this idea?
 
  a. Mr. Shaw reminds his students that he will let them go to lunch only after they've put away their art supplies.
  b. Ms. Turiel shows students how to graph their research results so that they can more easily see trends in the data.
  c. Ms. Norquist smiles to show her approval when students listen quietly and politely during a guest speaker's visit.
  d. Mr. Cabot demonstrates how to use a Bunsen burner safely.

Ques. 4

Nine-year-old Ricky has recently learned how to solve long division problems, and he still struggles with especially difficult problems. At his mother's request, he helps his eight-year-old sister Lucy with the simple long division problems she must do for her math homework. From the perspective of Vygotsky's theory, which one of the following is most likely to result?
 
  a. Ricky's own long division skills will improve because he is more motivated.
  b. Ricky will gain nothing from helping his sister because doing long division is outside his zone of proximal development.
  c. Ricky's own long division skills will decrease, because any mistakes that Lucy makes will corrupt his own mathematical thinking.
  d. By helping Lucy with her long division problems, Ricky will be able to practice using the central conceptual structure that underlies his mathematical thinking.

Ques. 5

Ms. Killian and her fourth graders have been growing sunflowers under various conditionsthey have grown sunflowers in different kinds of soil, with different amounts of water, and in varying degrees of sunlight. Below are four statements that Ms. Killian makes related to the sunflowers. Which one is most consistent with the idea of a cognitive apprenticeship?
 
  a. Who can tell me what photosynthesis is?
  b. How many of you have grown sunflowers at home? How many of you have moms or dads who are gardeners?
  c. This sunflower is taller than that sunflower over there. Let's consider what the growing conditions for the two flowers have been and try to figure out what might have led to the difference we see.
  d. Elaine, please give each plant the same amount of water today that you gave it yesterday. Also, be sure that you keep each plant in the same location, so that the amount of sunlight it gets stays the same.

Ques. 6

In Vygotsky's view, opportunities to engage in pretend play (e.g., playing house or doctor) have which one of the following effects?
 
  a. They foster traditional gender stereotypes.
  b. They allow children to practice adult behaviors.
  c. They can help children shed their egocentric views of the world.
  d. They are highly enjoyable but have little impact on cognitive development.

Ques. 7

Leonard is teaching Sally how to play a new card game. During the first time through the game, Leonard looks at Sally's cards and helps her decide how to play them at each turn. As Sally becomes more familiar with the game's rules and strategies, Leonard gives her fewer hints and less assistance. This scenario best illustrates:
 
  a. Scaffolding
  b. Equilibration
  c. Disequilibrium
  d. Social constructivism

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