In a general approach to solving problems, the first step is typically to identify the problem goal. The next step is to:
a. select a strategy.
b. represent the problem.
c. implement the strategy.
d. evaluate the results.
Ques. 2Using the suggestions for classroom practice as a basis for responding, which of the following statements is the best assessment of what Halima did in her learning activity?
a. This is an effective activity, because it provides a real-world task and capitalizes on student-student interaction.
b. This is an effective activity, because it incorporates concepts such as elaboration and organization.
c. This is an ineffective activity, because Halima has not provided sufficient context for the topic.
d. This is an ineffective activity, because students haven't been provided with appropriate examples on which to model their speech.
Ques. 3Mr. Smith has a girl named Katherine in his class. He is very good about knowing his students' names and calls on all of them regularly. One weekend he was at a social event and Katherine was there as well. He recognized her and prepared to introduce her to his wife. Much to his embarrassment he couldn't remember her name. Information processing theorists would suggest the best explanation would be which of the following?
a. He never got her name encoded into long-term memory, so he was unable to retrieve it.
b. He had encoded Katherine's name in the context of his class, and the social event was a different context.
c. The social event caused his perception to screen out her name.
d. Her name was not meaningful to him.
Ques. 4Three of the following are suggestions for helping our students become better problem solvers. Which of the following is not a suggestion for helping our students learn to solve problems?
a. Describe the characteristics of expert problem solvers to use as models for novices.
b. Teach a specific set of strategies to help students improve their problem-solving abilities.
c. Help students understand a problem-solving model that can be applied to a variety of domains.
d. Focus on training students to persevere when they work on difficult problems.
Ques. 5Which of the following is not a suggestion for classroom practice based upon social influences on learning and knowledge construction?
a. Provide students with experiences that promote deep understanding.
b. Connect content to the real world.
c. Match topics with content found on standardized assessments.
d. Make interaction an integral part of instruction.
Ques. 6Of the following, the best example of an ill-defined problem is:
a. students' planning a strategy to combat the problem of homelessness in their city.
b. students' devising proofs of a geometry problem.
c. students' writing a paragraph to demonstrate knowledge of grammar and punctuation.
d. students' computing the number of calories in different meals.
Ques. 7Suggestions for classroom practice based on social influences on learning and knowledge construction would suggest that we, Treat verbal explanations skeptically. Of the following, which is the most valid interpretation of this suggestion?
a. Since learners construct their own knowledge, we should never use verbal explanations in our teaching.
b. Don't conclude that our students understand an idea because we've explained it to them, even if our explanation is very clear.
c. Avoid using verbal explanations when teaching basic ideas, such as simple concepts, rules, and procedures, but use verbal explanations to help students understand complex and abstract ideas.
d. Use verbal explanations if we have the vocabulary to clearly explain the ideas, but if our own understanding of the topic is somewhat limited, avoid verbal explanations.
Ques. 8Which of the following content domains found in schools is least likely to have well-defined problems to consider?
a. Economics
b. Algebra
c. Chemistry
d. Geometry
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