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TREE > TREE Quizzes 2022 > Flashcards

TREE Quizzes 2022 Flashcards

1
Q

What were the statements and proposals during 1992 UNCED within the agenda 21 and where the conference was held?

  • Promotion of education, public awareness and training - Rio de Janeiro, Brasil
  • Promotion of the green industry and clean sea - Rabat, Morocco
  • Education for sustainable development and reducing the carbon footprint - Madrid, Spain
  • Prevention of child abuse and domestic violence - Rome, Italy
A

-Promotion of education, public awareness and training - Rio de Janeiro, Brasil

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2
Q

Environmental problems were often seen as:

  • Socio-political problems which policies could solve;
  • Financial burden;
  • Scientific problems which science and technology could solve;
  • No problem at all.
A

-Scientific problems which science and technology could solve;

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3
Q

What was Stephen Boyden’s standpoint about solving the environmental problems?

  • Solving the problems of environmental education lobby;
  • It’s the matter of the vocational and professional parties;
  • A community commitment where every stakeholder has a role to play;
  • Further investment on scientific research.
A

-A community commitment where every stakeholder has a role to play;

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4
Q

What is the correct definition of “environmental education” held by Bill Stapp?

  • It’s participation in biophysical and environmental problem-solving;
  • It’s aimed at producing a citizenry which is knowledgeable concerning the biophysical environment and its associated problems;
  • Consists in a broad understanding of the biophysical environment both natural and man-made and its role in contemporary society;
  • It’s about attitudes of concern for the quality of the biophysical environment.
A

-It’s aimed at producing a citizenry which is knowledgeable concerning the biophysical environment and its associated problems;

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5
Q

One of the differences between the Belgrade Charter and previous formulations on environmental education was:

  • The use of moderate non-sexist language;
  • The use of moderate non-sexist stereotypes;
  • The use of non-sexist language;
  • None of the above.
A

-The use of non-sexist language;

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6
Q

What’s the definition of “pro-environmental behavior” by Kollmuss and Agyeman?

  • An evangelical mission where people are to be converted;
  • An action targeted at a change in global society;
  • The sort of behavior that consciously seeks to minimize the negative impact of one’s actions on the natural and built world;
  • The establishment of a common field between biology and environmental education.
A

-The sort of behavior that consciously seeks to minimize the negative impact of one’s actions on the natural and built world;

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7
Q

Within the environmental education, the positivist methods were:

  • Labeled as the most required methods to apply;
  • The most prominent methods within the past decades;
  • The affirmative inquiries held within the research field;
  • Considered as the most reliable inquiries.
A

-The most prominent methods within the past decades;

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8
Q

To expand furthermore the approach of applied science methods on EER, Gough and Gough they considered:

  • Epistemology and the ontology of the subject matter;
  • Interpretative and critical Inquiries;
  • The colonial and postcolonial dilemmas;
  • Interpretative, critical and historical Inquiries.
A

-The colonial and postcolonial dilemmas;

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9
Q

The UNESCO, within the implementation scheme for the UN Decade of Education for Sustainable Development 2005–2014, acknowledged that:

  • Pro-environmental behavior is the most important criterion for the environmental education field;
  • Aspects such as the adoption of values and changes in behavior are unsolvable by science or technology fields;
  • Aspects such as the adoption of values and changes in behavior can be adequately captured by numbers alone.
  • Aspects such as the adoption of values and changes in behavior cannot be adequately captured by numbers alone;
A

-Aspects such as the adoption of values and changes in behavior cannot be adequately captured by numbers alone;

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10
Q

The historical, social and political context of the human being is considered as relevant for:

  • Pro-environmental behaviors;
  • The environmental education;
  • The education for sustainable development;
  • None of the above.
A

-The environmental education;

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11
Q

Hart and Nolan argued that EER needs to:

  • Address critical, feminist and postmodern challenges;
  • Have more in-depth qualitative analyses;
  • All choices mentioned above are correct.
  • Go beyond the academy and develop partnerships with schools and communities;
A

-All choices mentioned above are correct.

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12
Q

A belief can be defined as:

  • The regard that something is held to deserve
  • Ideas which advocates that reality is measurable
  • The attitude of one who regards a proposition as true
  • A framework that encompasses ideas about reality
A

-The attitude of one who regards a proposition as true

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13
Q

Pajares presents the belief as:

  • An ordered construct that can be replaced by terms such as knowledge, opinion and ideology;
  • A construct that can only be replaced by the term “attitude”;
  • A disordered construct that must be distinguished from similar concepts;
  • A disorganized psychological structure.
A

-A disordered construct that must be distinguished from similar concepts;

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14
Q

Beliefs about authority refers to:

  • People or groups of faith who are included in figures of authority;
  • Ideas we have about power;
  • Faith we have in divine power;
  • Our relationship with the government.
A

-People or groups of faith who are included in figures of authority;

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15
Q

Accommodation is related to:

  • The intrinsic value in nature for human and non-human species;
  • The intrinsic value in nature for human;
  • The support for a policy of “sustainable growth” guided by resource management rules;
  • The extrinsic value in nature for non-human species.
A

-The support for a policy of “sustainable growth” guided by resource management rules;

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16
Q

The liberal education for the environment is typical of:

  • Communalism ecosocialism ideology;
  • Cornucopian ideology;
  • Accommodation/managerialis ideology;
  • Gaianism utopian ideology.
A

-Gaianism utopian ideology.

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17
Q

The conservation education about the environment:

  • Sees the environment as a social construct;
  • Considers the gender issues in environmental issues;
  • Gives less attention to gender issues;
  • Is found in progressive geography, environmental studies and science.
A

-Gives less attention to gender issues;

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18
Q

First researches in environmental education were:

  • Merely quantitative;
  • Merely qualitative;
  • Both quantitative and qualitative;
  • Nor quantitative neither qualitative.
A

-Merely quantitative;

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19
Q

The definition for the research paradigm of interpretivism is:

  • A school of thought which sees reality as external to the individual;
  • A school of thought which sees reality as internal to the individual;
  • A school of thought which considers reality as subjective and that there is a universal truth;
  • A school of thought which considers reality as subjective and that there is no universal truth.
A

-A school of thought which considers reality as subjective and that there is no universal truth.

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20
Q

Researchers in the interpretive tradition argue that:

  • The generalizations and theories can effortlessly describe human behavior;
  • The generalizations and theories can easily describe human behavior;
  • The generalizations and theories can naturally study human behavior;
  • Human behavior is too diverse and complex to be described through generalizations and theories.
A

-Human behavior is too diverse and complex to be described through generalizations and theories.

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21
Q

Theorists of the critical paradigm argue that the subjective opinions:

  • Are constructed by persuasive social forces;
  • Are only constructed internally;
  • Are constructed externally;
  • Are constructed internally and influenced by persuasive social forces.
A

-Are constructed internally and influenced by persuasive social forces.

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22
Q

Which one of these analytical techniques are not used by educational researchers in the critical tradition?

  • Discourse analysis;
  • Critical ethnography;
  • Brainstorming;
  • Action research.
A

-Brainstorming;

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23
Q

Research paradigm of positivism is:

  • A school of thought which believes that reality is subjective and that there is no universal truth;
  • A school of thought which takes a practical approach to research advocating the use of mixed methods;
  • A school of thought which advocates that reality is objective and measurable;
  • All the answers are correct.
A

-A school of thought which advocates that reality is objective and measurable;

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24
Q

The effectiveness of the syllogism has been diminished because:

  • It was no longer related to observation and experience;
  • It was no longer a mental exercise;
  • It was related to experience;
  • It was related to observation.
A

-It was no longer related to observation and experience;

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25
Q

Francis Bacon’s contribution to science consists in:

  • All the answers are correct.
  • Bringing empirical evidence for verification;
  • Focusing on nature to find solutions to scientific questions;
  • Switching from the deductive to the inductive method;
A

-All the answers are correct.

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26
Q

The essence of science is:

  • The falsifiability of propositions;
  • The verifiability of propositions;
  • Verifiability and falsifiability of propositions;
  • All the answers are wrong.
A

-The falsifiability of propositions;

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27
Q

Which of the following research terms is associated with this statement: “the nature of a phenomenon and development of knowledge affecting how we see reality”?

  • Human nature;
  • Axiology;
  • Ontology;
  • Epistemology.
A

-Ontology;

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28
Q

Which of the following research terms is associated with this statement: “the theory of knowledge, rigour and validity affecting our choice of methods”?

Epistemology;

Realism;

Objectivism;

Positivism.

A

Epistemology;

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29
Q

Which of the following research terms is associated with this statement: “the events have causes that they are produced by other circumstances”?

Determinism;

Empiricism;

Positivism;

Subjectivism.

A

Determinism;

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30
Q

Speaking about the positivist paradigm, which of the following ontological perspectives is related to it?

  • Radicalism;
  • Objectivism;
  • Triangulation;
  • Generalizability.
A

-Objectivism;

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31
Q

The concept is the relationship between:

Phoneme and morpheme;

Signifier and signified;

Word and symbol;

Word and idea.

A

Word and idea.

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32
Q

The hypothesis is:

The difference between two variables;

The importance of one variable over another;

The relationship between two or more variables;

The dependence of one variable on another variable

A

The relationship between two or more variables;

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33
Q

One of the limitations of positivism in understanding society is:

  • The use of the science’s natural tools;
  • The use of the quantitative approaches;
  • The use of qualitative approaches;
  • All the answers above are correct.
A

-The use of qualitative approaches;

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34
Q

A research problem can arise from:

  • The literature
  • Practical problems
  • Personal or professional biography
  • All the alternatives
A

-All the alternatives

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35
Q

Research methodology and questions:

  • Are not related to each other
  • Are closely related to each other
  • Are weakly related to each other
  • Can be related to each other
A

-Are closely related to each other

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36
Q

Research questions:

  • Can be investigated if the correct methodology is identified
  • Can be investigated only if properly formulated
  • Are always investigable
  • Can or not be investigated depending on the context
A

-Can be investigated if the correct methodology is identified

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37
Q

A constitutive definition is:

  • A dictionary definition
  • A definition provided with examples
  • A definition given by experts
  • A definition given by common sense
A

-A dictionary definition

38
Q

A research question is significant if it:

  • Is interesting for research participants
  • Interests the researcher himself/herself
  • Brings new insights into research
  • Requires the use of considerable resources
A

-Brings new insights into research

39
Q

The term relationship in research is related to the relationships between:

  • Participants
  • Participants and researchers
  • Two or more variables
  • The study and the context
A

-Two or more variables

40
Q

A research question is clear when:

  • Can be investigated without wasting an undue amount of time, energy or money
  • Is worth investigating because it will significantly increase present knowledge
  • Will not imply physical or psychological harm to humans or environment
  • Most people understand what it means
A

-Most people understand what it means

41
Q

Searchable questions must be:

  • Engaging, interesting, enriching
  • Wide, open, free
  • Measurable, verifiable, replicable
  • Clear, precise, detailed
A

-Measurable, verifiable, replicable

42
Q

Examples in the research questions:

  • Can help to clarify the subject of the investigation
  • Risk confusing the constitutive definition
  • Are mandatory in the formulation of operational definitions
  • Are an optional addition up to the researcher’s choice
A

-Can help to clarify the subject of the investigation

43
Q

Quantitative research is an approach that focuses on:

  • The collection of verbal data.
  • Exploring novel and high-risk ideas building on scientific foundations.
  • The exploration of ideas and the formulation of a theory or hypothesis.
  • The experimentation of theories and hypotheses.
A

-The experimentation of theories and hypotheses.

44
Q

The quantitative approach outcome should be:

  • Structured as qualitative research.
  • Less structured than qualitative research.
  • More structured than qualitative research.
  • None of the above.
A

-More structured than qualitative research.

45
Q

Which of these methods are not part of qualitative research approaches?

  • Ethnographic research.
  • Evaluation research.
  • Action-research.
  • Causal-comparative research.
A

Causal-comparative research.

46
Q

Correlational research aims to :

  • Determine the relationships between two or more variables, exploring their cause-effect implications.
  • Control and manipulate variables to establish cause-effect relationships.
  • Define the specific characteristics of a group.
  • Determine causes or consequences of differences between groups of people.
A

-Determine the relationships between two or more variables, exploring their cause-effect implications.

47
Q

Which of the following methods is not a qualitative research technique?

  • Experimentation.
  • Observation.
  • Case of study.
  • Focus group.
A

-Experimentation.

48
Q

Which of the following statements about the mixed research method is false:

  • The integration of the two methods, qualitative and quantitative, can take place sequentially.
  • The integration of the two methods, qualitative and quantitative, can take place in parallel.
  • The integration of the two methods, qualitative and quantitative, can be done in a perpendicular way.
  • The integration of the two methods, qualitative and quantitative, can take place in multi-phase mode.
A

-The integration of the two methods, qualitative and quantitative, can be done in a perpendicular way.

49
Q

The ethnographic research is defined as:

  • Statistical analysis of the results of a large collection of studies.
  • The collection of information in numerical form.
  • Discussion between a group of people on a topic to gather opinions that can be used for further research.
  • Portraying the daily experiences of individuals, observing and interviewing them.
A

-Portraying the daily experiences of individuals, observing and interviewing them.

50
Q

The most fundamental difference between qualitative data and quantitative data is that:

  • The topics about which the data are being collected.
  • The respondents proving the data.
  • The type of judgment that is used to make meaning of the data, and how the data are manipulated.
  • There is no difference.
A

-The type of judgment that is used to make meaning of the data, and how the data are manipulated.

51
Q

Qualitative data generally can include:

  • Equations;
  • Only written material;
  • Survey and questionnaire data;
  • Text, pictures, sound recording.
A
52
Q

The review of the literature is defined as:

  • Collection, analysis and evaluation of academic sources related to a research question.
  • Documentation of information extracted from academic sources.
  • Identification of knowledge gaps and problems already solved.
  • Identification of knowledge gaps and problems that research cannot solve.
A

-Collection, analysis and evaluation of academic sources related to a research question

53
Q

Which of these is not one of the objectives of literature review?

  • Ensure that you are not just repeating what others have already done.
  • Provide an overview of the main results and debates on the research topic.
  • Find gaps.
  • Give an answer to the search question.
A

-Give an answer to the search question.

54
Q

What types of sources are available in the literature?

  • Primary, secondary and tertiary sources.
  • Primary, secondary and general sources .
  • General, specific and summary sources.
  • Main, secondary and additional sources .
A

-Primary, secondary and general sources .

55
Q

The primary sources in the educational sphere are:

  • Manuals.
  • Specialized journals.
  • Publications in which some authors describe the work of others.
  • Textbooks.
A

-Specialized journals.

56
Q

What is the first step in the bibliographic research?

  • Define the research problem as precisely as possible.
  • Select and review one or two general reference papers.
  • Search for relevant primary sources using an appropriate general reference tool.
  • Obtain and read relevant primary sources, note and summarize key points in the sources.
A

-Define the research problem as precisely as possible.

57
Q

Secondary sources are useful for:

  • Get a general idea of ​​the topic.
  • Identify prominent authors and topics in a sector.
  • Carry out more in-depth studies.
  • All options.
A

??-Carry out more in-depth studies.??

58
Q

Through the search terms you cannot:

  • Identify which research has already been carried out.
  • Find out what were the research questions addressed so far.
  • Identify the primary sources.
  • Evaluate the primary sources.
A

-Evaluate the primary sources.

59
Q

When does the report of the quotation take place?

  • Once the most important references for the research question have been identified.
  • Immediately after reformulating the search terms.
  • During the consultation of secondary sources.
  • Before you pinpoint the primary sources.
A

-Once the most important references for the research question have been identified.

60
Q

Which of the following statements is wrong?

  • All educational journals publish research reports.
  • Only some educational journals publish studies on a wide range of topics.
  • Only some educational journals publish research reports.
  • Only some educational journals publish mono-thematic studies.
A

-All educational journals publish research reports.

61
Q

How is the paper structure ordered in the review of the literature?

  • Summary, introduction, body, conclusion, bibliography.
  • Introduction, synthesis, body, conclusion, bibliography.
  • Introduction, body, synthesis, conclusion, bibliography.
  • Bibliography, introduction, body, synthesis, conclusion.
A

-Introduction, body, synthesis, conclusion, bibliography.

62
Q

A sample is:

  • A group of participants who gave the best answers
  • The set of people who are offered to participate in the research
  • A selection of individuals who will participate in the research
  • A small representative group of participants
A

-A selection of individuals who will participate in the research

63
Q

On the bases of the sample and population size, which of the following statements is correct?

  • Both are constituted by the same number of people
  • The sample is constituted by several people
  • The number of people is irrelevant
  • The population consists of several people
A

-The population consists of several people

64
Q

Population is a group of people:

  • Participating in the study
  • Excluded from the study
  • To whom the researcher would like to extend the results
  • Not reachable by the study
A

-To whom the researcher would like to extend the results

65
Q

A population to which a researcher would like to be able to generalize his data is said:

  • General population
  • Reachable population
  • Target population
  • Selected population
A

-Target population

66
Q

The two main sampling methods are called:

  • Random and not random
  • Simple and complex
  • Randomized and serial
  • Selected and voluntary
A

-Random and not random

67
Q

Given the possibility, it is preferable to use random sampling because it is:

  • More representative
  • Faster
  • More inclusive
  • Easier
A

-More inclusive

68
Q

Differences between sample and population:

  • Can be completely eliminated only with non-random sampling
  • Are never completely eliminable
  • Can be eliminated only in some populations
  • Can be completely eliminated only with random sampling
A

-Are never completely eliminable

69
Q

Targeted sampling includes:

  • A good knowledge of the population
  • Large numbers of participants
  • Plenty of time available
  • A good selection criterion
A

-A good knowledge of the population

70
Q

To decide whether a sample is representative of the population, researchers must consider:

  • Its features
  • Its size
  • Its context
  • All options
A

-Its features

71
Q

The term “periodicity” means:

  • The period of validity of the results of a search
  • The duration of a research in which the sample participates
  • A possible distortion of the sample
  • The time that must elapse between one test and another administered to the same sample
A

-A possible distortion of the sample

72
Q

A variable manipulated by the researcher in an experiment is called:

  • Independent variable
  • Response variable
  • Dependent variable
  • Extraneous variable
A

-Independent variable

73
Q

Which one of the following answers would be an appropriate synonym for the dependent variable?

  • Manipulated variable
  • Experimental variable
  • Outcome variable
  • Qualitative variable
A

-Outcome variable

74
Q

An example of a quantitative variable is:

  • Phone number
  • Time taken to complete a spatial reasoning task
  • Highest educational level achieved
  • Date of birth
A

-Time taken to complete a spatial reasoning task

75
Q

If a researcher studies students who are in the fourth year of high school to determine the effects of rewarding good behavior on subsequent behavior, which of the following is likely to be a extraneous variable?

  • Family parenting style
  • Characteristics of the teacher
  • Student grade level
  • Student attitude
A

-Family parenting style

76
Q

what type of research would be less likely to include a hypothesis at the beginning of a research?

  • Associative research
  • Descriptive research
  • Research for intervention
  • Qualitative research
A

-Descriptive research

77
Q

which of the following examples is a categorical variable

  • Time taken by a teacher to evaluate a written production
  • Teacher’s hair color
  • The time a teacher takes to go to work
  • The distance a teacher must travel from the teachers’ room to his/her class
A

-Teacher’s hair color

78
Q

The variables which the researcher chooses to study in order to evaluate their possible effects on one or more variables are called:

  • Independent
  • Extraneous
  • Dependent
  • Known
A

-Independent

79
Q

A moderating variable is:

  • An independent variable that produces additional effects
  • An independent variable that has no effect
  • a dependent variable showing time-delayed effects
  • A dependent variable
A

-An independent variable that produces additional effects

80
Q

A hypothesis can be described as:

  • An intuition
  • A prediction regarding the possible outcomes of a study
  • A certainty about the results that will be obtained
  • A statement made by researchers to obtain funding for their research
A

-A prediction regarding the possible outcomes of a study

81
Q

Which advantages does the correct formulation of hypotheses bring?

  • It helps the researcher not to get distracted by other phenomena
  • It helps to predict study outcomes with greater certainty
  • It helps to highlight any biases
  • It helps to organize the variables and categories to be studied
A

-It helps to organize the variables and categories to be studied

82
Q

Which disadvantages can the formulation of hypotheses bring?

  • Risks to distort the initial definitions
  • Risks to excessively restrict the field of study
  • Risks to limit study results
  • Risks not to show other interesting phenomena
A

-Risks to excessively restrict the field of study

83
Q

Regarding the origin of a tool:

  • It is advisable to build your own instrument only if you have the necessary skills to do so
  • It is always better to build your own instrument
  • It is always better to use tools designed by others
  • It is advisable to use pre-existing tools if they are proven to be suitable, valid and reliable
A

-It is advisable to use pre-existing tools if they are proven to be suitable, valid and reliable

84
Q

Aptitude tests are part of which test category:

  • Sociometric
  • Of performance
  • Of personality
  • Of profit
A

-Of performance

85
Q

What is the relationship between data and research tools?

  • There is no relationship
  • There is a bland relationship: some tools are more useful for certain types of data
  • Based on the data collected, the same tool can be used in different ways
  • The type of data collected depends on the used tool
A

-The type of data collected depends on the used tool

86
Q

Questions deemed “invasive”:

  • would be advisable to put them in the least possible intrusive form
  • can only be given to adult participants
  • can only be done if the questionnaire is anonymous
  • Is the ethics committee that authorizes invasive questions
A

-would be advisable to put them in the least possible intrusive form

87
Q

The turning point in the history of questionnaires and interviews occurred:

  • In the sixties
  • In the thirties
  • More than a century ago
  • In the new millennium
A

-More than a century ago

88
Q

In questionnaires and interviews, questions:

  • must always be put in a clearly interrogative form
  • can be presented in different formats
  • must already contain a hint for the answer
  • would be better to put them in an affirmative form
A

-can be presented in different formats

89
Q

Interviews and questionnaires, according to Gaskell (2000) offer:

  • Detailed descriptions of a certain climate or social phenomenon
  • All the listed answers
  • Results can be used as a starting point for further research
  • Empirical data on which is possible to formulate hypotheses
A

-All the listed answers

90
Q

A naturalistic observation is good because…

  • it is replicable and therefore reliable
  • it does not manipulate the context under study
  • there is a high control on extraneous variables
  • it is a laboratory experiment
A

-it does not manipulate the context under study

91
Q

Which of these observations requires a separation of observer and observed?

Covert observation

Overt observation

Shadowing

Naturalistic observation (without experiment)

A

Naturalistic observation (without experiment)

92
Q

A covert observation is..

  • where participants have given consent
  • where participants are aware they are being observed
  • where participants are unaware they are being observed
  • the same as a controlled observation
A

-where participants are unaware they are being observed

TREE (3 decks)

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