Chapter 10

Question 1

discover how ideas relate to each other and to existing knowledge. Meaningful learning is the active creation of knowledge structures from personal experience.

Answer 1

Bruner’s Discovery Learning technique

Question 2

In trying to solve novel problems, perceptual or conceptual similarities between existing knowledge and a new problem can remind people of what they already know

a. Prior Knowledge
b. Multiple Perspectives
c. Self-regulation
d. Authentic Learning

Answer 2

a. Prior Knowledge

Question 3

The rationale, again, is twofold: most of life’s problems are multifaceted, and the knowledge base of experts is a network of interrelated ideas.

a. Prior Knowledge
b. Multiple Perspectives
c. Self-regulation
d. Authentic Learning

Answer 3

b. Multiple Perspectives

Question 4

Self-regulated learning, as you will recall from the previous chapter, occurs when a person generates and controls thoughts, feelings, and actions in an effort to achieve a learning goal.

a. Prior Knowledge
b. Multiple Perspectives
c. Self-regulation
d. Authentic Learning

Answer 4

c. Self-regulation

Question 5

When students encounter problems that are realistic, they are able to use what they already know about the problem situation

a. Prior Knowledge
b. Multiple Perspectives
c. Self-regulation
d. Authentic Learning

Answer 5

d. Authentic Learning

Question 6

Emphasize the development of meaningful learning by focusing on the cognitive processes that take with individuals

a. Cognitive
b. Social
c. Critical

Answer 6

a. Cognitive

Question 7

Emphasizes the development of meaningful learning by focusing on culture and social interactions

a. Cognitive
b. Social
c. Critical

Answer 7

b. Social

Question 8

Emphasizes the effect of teachers’ assumptions about students from various racial, ethic, and SES backgrounds on student’s knowledge construction

a. Cognitive
b. Social
c. Critical

Answer 8

c. Critical

Question 9

teachers modeling cognitive processes that students eventually take responsibility for as they become more skilled

a. Cognitive apprenticeship
b. Situated Learning
c. Multiple perspectives

Answer 9

a. Cognitive apprenticeship

Question 10

Giving learning tasks situated in realistic contexts

a. Cognitive apprenticeship
b. Situated Learning
c. Multiple perspectives

Answer 10

b. Situated Learning

Question 11

Students should have the opportunity to view ideas and problems from multiple ways

a. Cognitive apprenticeship
b. Situated Learning
c. Multiple perspectives

Answer 11

c. Multiple perspectives

Question 12

Often called problem representation or problem framing
Required high level of knowledge of subject matter and familiarity with that type of problem

a. Understand the nature of the problem
b. Realize a problem exists
c. Compile relevant information
d. Formulate and carry out a solution
e. Evaluate the solution

Answer 12

a. Understand the nature of the problem

Question 13

Often called problem finding
Depends on curiosity and dissatisfaction with the status quo
Particularly useful when working with ill-structured problems

a. Understand the nature of the problem
b. Realize a problem exists
c. Compile relevant information
d. Formulate and carry out a solution
e. Evaluate the solution

Answer 13

b. Realize a problem exists

Question 14

For well-structured problems, recall relevant info from LTM
For ill-structured problems, seek external sources of info

a. Understand the nature of the problem
b. Realize a problem exists
c. Compile relevant information
d. Formulate and carry out a solution
e. Evaluate the solution

Answer 14

c. Compile relevant information

Question 15

Study worked examples
Work on a simpler version of the problem
Break the problem into parts
Work backward
Backward fading
Solve an analogous problem
Create an external representation of the problem

a. Understand the nature of the problem
b. Realize a problem exists
c. Compile relevant information
d. Formulate and carry out a solution
e. Evaluate the solution

Answer 15

d. Formulate and carry out a solution

Question 16

Ask and answer a set of basic questions (who, what, where, when, how)
Identify imperfections and complications
Anticipate possible negative reactions from other people
Devise improvements

a. Understand the nature of the problem
b. Realize a problem exists
c. Compile relevant information
d. Formulate and carry out a solution
e. Evaluate the solution

Answer 16

e. Evaluate the solution

Question 17

A situation in which prior learning aids subsequent learning

a. Positive transfer
b. Negative transfer
c. Zero transfer

Answer 17

a. Positive transfer

Question 18

A situation in which prior learning interferes with subsequent learning

a. Positive transfer
b. Negative transfer
c. Zero transfer

Answer 18

b. Negative transfer

Question 19

A situation in which prior learning has no effect on new learning

a. Positive transfer
b. Negative transfer
c. Zero transfer

Answer 19

c. Zero transfer

Question 20

A situation in which prior learning aids subsequent learning because of specific similarities between two tasks

a. Specific transfer
b. General transfer
c. Near transfer

Answer 20

a. Specific transfer

Question 21

A situation in which prior learning aids subsequent learning due to the use of similar cognitive strategies

a. Specific transfer
b. General transfer
c. Near transfer

Answer 21

b. General transfer

Question 22

Knowledge domains are highly similar, the settings in which the original learning and transfer tasks occur are basically the same, and the elapsed time between the two tasks is relatively short

a. Specific transfer
b. General transfer
c. Near transfer

Answer 22

c. Near transfer

Question 23

Knowledge domains and settings are judges to be dissimilar and the time between the original learning and transfer tasks is relatively long

a. Far transfer
b. Low-road transfer
c. High-road transfer

Answer 23

a. Far transfer

Question 24

A situation in which a previously learned skill or idea is almost automatically retrieved from memory and applied to a highly similar current task

a. Far transfer
b. Low-road transfer
c. High-road transfer

Answer 24

b. Low-road transfer

Question 25

A situation involving the conscious, controlled, somewhat effortful formulation of an “abstract” that allows a connection to be made between two tasks

a. Far transfer
b. Low-road transfer
c. High-road transfer

Answer 25

c. High-road transfer

Question 26

What school conditions did Jerome Bruner observe that led him to advocate for constructivism?
Choose 3

a. Students are too dependent on other people for learning.
b. Drill and practice worksheets are preselected and prearranged.
c. Problem solving is the dominant mode of instruction.
d. Students think of learning as something that earns a reward.
e. Most school learning is applied outside the classroom.

Answer 26

a. Students are too dependent on other people for learning.
b. Drill and practice worksheets are preselected and prearranged.
d. Students think of learning as something that earns a reward.

Question 27

What does Jerome Bruner’s conception of guided discovery learning suggest?

a. Teachers should preselect and prearrange materials and activities.	
b. Students learn best by completing drill-and-practice worksheets.	
c. Teachers confront children with problems and assist in solution-finding.	
d. Students should be rewarded for completing structured assignments.

Answer 27

c. Teachers confront children with problems and assist in solution-finding.

Question 28

What key ideas frame constructivism?
Choose 4

a. The learner is an active agent who self-regulates.
b. Students must be reinforced with rewards and punishments for learning to occur.
c. Personal experience and prior knowledge are vital to construct new ideas.
d. Learners negotiate understanding with others through social interactions.
e. Realistic problems contribute to the construction and transfer of knowledge.

Answer 28

a. The learner is an active agent who self-regulates.
c. Personal experience and prior knowledge are vital to construct new ideas.
d. Learners negotiate understanding with others through social interactions.
e. Realistic problems contribute to the construction and transfer of knowledge.

Question 29

What process is described when students are engaged in social discussion about the meaning of terms and procedures, the relationship among ideas, and the applicability of knowledge to specific contexts?

a. behavior modification	
b. negotiating meaning	
c. debate preparation	
d. cooperative learning

Answer 29

b. negotiating meaning

Question 30

What is implied by a constructivist approach to teaching?

a. Learning standards alone determine the curriculum.	
b. The teacher constructs the scope and sequence of a lesson.	
c. Both the teacher and student agree to a learning contract.	
d. Scaffolded instruction supports authentic problem solving.

Answer 30

d. Scaffolded instruction supports authentic problem solving.

Question 31

Mr. Jones believes that he, not students, should decide what gets learned and how it is learned, and that his primary responsibility is to prepare students to take a high-stakes test. What approach is Mr. Jones most likely to use in teaching?

a. social constructivism	
b. cognitive apprenticeship	
c. situated learning	
d. direct instruction

Answer 31

d. direct instruction

Question 32

What principles support constructivist teaching?
Choose 3

a. Students must learn facts and concepts discovered by others.
b. Knowledge results from discussions among students and the teacher.
c. Students should have input into selecting tasks and curriculum.
d. Learning is grounded in authentic tasks relevant to students’ lives.
e. Teachers should have decision-making power over what students learn.

Answer 32

b. Knowledge results from discussions among students and the teacher.
c. Students should have input into selecting tasks and curriculum.
d. Learning is grounded in authentic tasks relevant to students’ lives.

Question 33

Mr. Smith wants his fifth grade students to understand the relationship between a circle’s diameter and its circumference. What constructivist techniques would Mr. Smith most likely use to teach this concept?
Choose 3

a. Students memorize a formula.
b. Students find and measure real objects.
c. Student problem solving is guided.
d. The teacher scaffolds students’ learning by asking questions.
e. The students look up the answer in their textbooks.

Answer 33

b. Students find and measure real objects.
c. Student problem solving is guided.
d. The teacher scaffolds students’ learning by asking questions.

Question 34

How do cognitive psychologists categorize problem types?
Choose 3

a. low-road
b. well-structured
c. ill-structured
d. issue
e. high-road

Answer 34

b. well-structured
c. ill-structured
d. issue

Question 35

Christine notices the menu of food items displayed above the counter in a fast-food restaurant and realizes this is how to order food in just about any fast-food restaurant. How do researchers refer to this deliberate, conscious, effortful formulating of a general principle that can be applied to fundamentally similar situations?

a. far transfer	
b. reflective practice	
c. ill-defined problems	
d. mindful abstraction

Answer 35

d. mindful abstraction

Question 36

Transfer of learning is demonstrated when a student:

a. asks the teacher for help in solving a problem.	
b. gets together with peers to solve a problem.	
c. uses previously learned knowledge and skills to solve a problem.	
d. consults the right book for the solution to a problem.

Answer 36

c. uses previously learned knowledge and skills to solve a problem.

Question 37

What recommendations are made for teachers who want students to be capable of low-road and high-road transfer?
Choose 4

a. Provide opportunities to develop interrelated concepts.
b. Provide problem-solving opportunities.
c. Concentrate on the specific situation.
d. Emphasize the benefits of creating rules and strategies for solving problems.
e. Provide memory cues.

Answer 37

a. Provide opportunities to develop interrelated concepts.
b. Provide problem-solving opportunities.
d. Emphasize the benefits of creating rules and strategies for solving problems.
e. Provide memory cues.

Question 38

Why do constructivist teachers prefer open-ended questions?

a. They are easier for students to answer.	
b. Students are able to find the answers in their textbooks.	
c. Students should be able to respond to questions from memory.	
d. Responses require application, analysis, synthesis, and evaluation.

Answer 38

d. Responses require application, analysis, synthesis, and evaluation.

Question 39

What are mindtools?

a. computer programs that present information efficiently	
b. drill-and-practice and tutorial programs	
c. computer applications that support knowledge construction	
d. video games

Answer 39

c. computer applications that support knowledge construction

Question 40

What features of technology tools support a constructivist approach to learning?
Choose 4

a. embedding scaffolds in the software
b. using realistic contexts and problems
c. requiring interactions among learners
d. encouraging consequential engagement
e. containing tutorial and drill programs

Answer 40

a. embedding scaffolds in the software
b. using realistic contexts and problems
c. requiring interactions among learners
d. encouraging consequential engagement

Question 41

What does guided discovery learning emphasize?

a. Students receive computer-based instruction that is arranged in small, logical steps.	
b. Textbooks and materials contain periodic quizzes.	
c. Students are encouraged to persevere when learning becomes difficult.	
d. Children confront problems and teachers assist in finding solutions.

Answer 41

d. Children confront problems and teachers assist in finding solutions.

Question 42

Constructivist teachers use direct, explicit instruction because they view learners as passive recipients of information.

a. True
b. False

Answer 42

b. False

Question 43

What term describes a learning environment that offers supports such as modeling, hints, leading questions, and suggestions and removes the supports gradually as the learner demonstrates increased competence?

a. humanistic	
b. scaffolded	
c. unstructured	
d. teacher-directed

Answer 43

b. scaffolded

Question 44

Problem solving is identifying and applying knowledge and skills that result in goal attainment.

a. True
b. False

Answer 44

a. True

Question 45

How should teachers help sensitize students to problem finding?

a. Teachers should give students answers to problems.	
b. Students instinctively realize when a problem exists.	
c. Students should be encouraged to be dissatisfied or curious.	
d. Teachers need not do anything since problems make themselves known.

Answer 45

c. Students should be encouraged to be dissatisfied or curious.

Question 46

What is required to achieve an optimal understanding of a problem?
Choose 3

a. focus on surface features of the problem
b. pertinent background knowledge
c. familiarity with the particular problem type
d. high degree of knowledge of the subject
e. ability to draw a picture or diagram

Answer 46

b. pertinent background knowledge
c. familiarity with the particular problem type
d. high degree of knowledge of the subject

Question 47

What type of transfer takes place when an adult uses mathematical skills learned in high school in order to make an investment decision?

a. near transfer	
b. far transfer	
c. zero transfer	
d. negative transfer

Answer 47

b. far transfer

Question 48

Why are teachers advised to wait three seconds after asking a question?
Choose 3

a. Students are more likely to volunteer answers.
b. The teacher needs time to decide who to ask.
c. Impulsive students shout out superficial snap answers.
d. Reflective students have time to think of answers.
e. Responses increase in frequency, length, and complexity.

Answer 48

a. Students are more likely to volunteer answers.
d. Reflective students have time to think of answers.
e. Responses increase in frequency, length, and complexity.

Question 49

A student with knowledge of one subject might be more able to acquire knowledge in a different subject because he or she:

a. has a high intelligence quotient.	
b. has a field-dependent learning style.	
c. uses problem-solving heuristics.	
d. memorizes rules and formulas.

Answer 49

c. uses problem-solving heuristics.

Question 50

Computer-based instructional programs support constructivist learning by:
Choose 3

a. providing drill and practice.
b. creating online environments.
c. offering scaffolds to learning.
d. simulating actual experiences.
e. making teachers initiate discussions.

Answer 50

b. creating online environments.
c. offering scaffolds to learning.
d. simulating actual experiences.