UNIT FOUR Flashcards
Algorithm:
Step-by-step procedure for solving a problem; prescription for solutions.
Analogical thinking:
Heuristic in which one limits the search for solutions to situations that are similar to the one at hand.
Availability heuristic:
Judging the likelihood of an event based on what is available in your memory, assuming those easily remembered events are common.
Belief perseverance:
The tendency to hold on to beliefs, even in the face of contradictory evidence.
Confirmation bias:
Seeking information that confirms our choices and beliefs, while ignoring disconfirming evidence.
Critical thinking:
Evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution.
Executive control processes:
Processes such as selective attention, rehearsal, elaboration, and organization that influence encoding, storage, and retrieval of information in memory.
Heuristic:
General strategy used in attempting to solve problems
Means-ends analysis:
Heuristic in which a goal is divided into subgoals.
Metacognition:
Knowledge about your own thinking processes and how to control them, along with the skills to regulate your thinking.
Overlearning:
Practicing a skill past the point of mastery.
Representativeness heuristic:
Judging the likelihood of an event based on how well the events match your prototypes-what you think is representative of the category.
Schema-driven problem solving:
Recognizing a problem is a ‘disguised’ version of an old problem for which one already has a solution.
Transfer:
Influence of previously learned material on new material; the productive (not reproductive) uses of cognitive tools and motivations.
Working-backward strategy:
Heuristics in which you start with the goal and move backward to solve the problem.
Advance organizer:
A statement or tool that introduces and summarizes concepts to help students organize the information they will learn about.
Appropriating:
Being able to internalize or take for yourself knowledge and skills developed in interaction with others or with cultural tools.
Cognitive apprenticeship:
A relationship in which a less experienced learner acquires knowledge and skills under the guidance of an expert.
Community of practice:
Social situation or context in which ideas are judged useful or true.
Constructivism/Constructivist approach:
View that emphasizes the active role of the learner in building understanding and making sense of information.
Inquiry learning:
Approach in which the teacher presents a puzzling situation or question and students solve the problem by gathering data and testing their conclusions.
Multiple representations of content:
Considering problems using various analogies, examples, and metaphors.
Problem-based learning (PBL):
Students are confronted with a problem that launches their inquiry as they collaborate to find solutions and learn valuable information and skills in the process.
Reciprocal questioning:
Students work in pairs or triads to ask and answer questions about lesson material.
Scaffolding:
The practice of providing students with support for meaning making and independent thinking.
Situated learning:
The ideas that skills and knowledge are tied to the situation in which they were learned and that they are difficult to apply in new settings.
Spiral curriculum:
Bruner’s design for teaching that introduces the fundamental structure of the subjects early in the school years, then revisits the subjects in more and more complex forms over time.
Zone of proximal development:
Developmental phase at which a person can master a task if given appropriate help and support from a more capable person.
