Of the following, to understand the concept adjective most effectively, which would be the most important nonexample?
a. Designed
b. Experiment
c. Carefully
d. Karen
Ques. 2Describe the characteristics of a community of learners, and provide an example of each.
What will be an ideal response?
Ques. 3Learning scientists have come to several conclusions about learning and teaching. Which of the following is not one of those conclusions?
a. Learning requires feedback and appropriate reinforcement.
b. Useful learning requires deep conceptual understanding.
c. Schooling must shift its focus from teaching to learning.
d. Learners' brains function in collaboration with the rest of their bodies.
Ques. 4Learning as it exists in real-world settings and how learning may be facilitated both with and without technology best describes which of the following?
a. Cognitive constructivism
b. Situated cognition
c. Appropriated understanding
d. The learning sciences
Ques. 5Periodically, Judy will give her students problems that are challenging enough so that they struggle. When they do, she models the thinking needed to attack the problems, uses questioning to guide them through solutions to similar problems, and emphasizes that they put their increasing understanding into words in each case. As their understanding increases, she continues to give them increasingly challenging problems. Which of the following is Judy most nearly applying with this approach to problem solving?
a. A cognitive apprenticeship
b. Sociocultural learning theory
c. Cognitive constructivism
d. Situated cognition
Ques. 6As a teacher, you're aware of the possibility of interference in your students. Of the following, which teacher question is likely the most effective in helping prevent interference?
a. What is another example of our idea?
b. What would happen if we changed the first half of our problem?
c. How does this example illustrate our idea?
d. How is this different from yesterday's topic?
Ques. 7Which of the following best describes the change in Justin's thinking from a cognitive constructivist perspective?
a. Justin didn't understand the difference between the concepts force and work, and his understanding developed because he imitated Tahlia's thinking.
b. Justin's equilibrium with respect to the concepts force and work was disrupted, and heindividuallyreestablished it by changing his thinking.
c. Justin's equilibrium with respect to the concepts force and work was disrupted, and he re-established it as a direct result of his conversation with Tahlia.
d. Justin didn't understand the difference between the concepts force and work, and his understanding evolved as a direct result of the dialogue with Tahlia.
Ques. 8Which of the following best describes the change in Justin's thinking from a social constructivist perspective?
a. Justin didn't understand the difference between the concepts force and work and his understanding developed because he imitated Tahlia's thinking.
b. Justin's equilibrium with respect to the concepts force and work was disrupted, and heindividuallyre-established it by changing his thinking.
c. Justin's equilibrium with respect to the concepts force and work was disrupted, and he re-established it as a direct result of his conversation with Tahlia.
d. Justin didn't understand the difference between the concepts force and work, and his understanding evolved as a direct result of the dialogue with Tahlia.
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