Question :
11. The ability to find or create examples of topics : 1200535
11. The ability to find or create examples of topics so that the topics are meaningful to learners is best described as:
aknowledge of content.
b.pedagogical content knowledge.
c.general pedagogical knowledge.
d.knowledge of learners and learning.
12. “You can’t teach what you don’t know” is a commonly stated maxim in teaching. Of the following, it most nearly describes:
a.knowledge of content.
b.pedagogical content knowledge.
c.general pedagogical knowledge.
d.knowledge of learners and learning.
13. Look at the following statement:
Research recognizes that students do not passively receive information from teachers (like tape recorders), but instead construct their own knowledge of the topics they study as they attempt to make sense of the information.
Understanding the statement you just read most closely relates to:
a.knowledge of content.
b.pedagogical content knowledge.
c.general pedagogical knowledge.
d.knowledge of learners and learning.
14.The process of requiring students to demonstrate that they have met specified standards, and holding teachers responsible for students’ performance best defines:
a.educational reforms.
b.accountability.
c.research.
d.professional knowledge.
15. Of the following, which description is most characteristic of beginning teachers?
a.They are realistic, sometimes even pessimistic, about the extent to which they’ll be able to help young people from disadvantaged backgrounds.
b.They believe that they will be more effective than teachers now in the field.
c.They are unsure of their commitment to teaching.
d.They go into teaching for material rewards.
16. Bob has been teaching fifth grade for five years. He knows his students have difficulty understanding the different potential geologic plate movements of the earth. Knowing this, he has developed a series of hand movements the children can use to illustrate the different potential relationships among plates. By recognizing that his students have difficulty with this concept and by finding a way to better assist their learning, Bob is specifically illustrating his:
a.domain-specific prior knowledge.
b.general pedagogical knowledge.
c.general prior knowledge.
d.pedagogical content knowledge.
17. Sandy wants to strengthen her United States History teaching this summer. She has enrolled in a master’s-level course for history majors on the Underground Railroad. By enrolling in the course, Sandy illustrates her desire to increase her:
a.knowledge of content.
b.general pedagogical knowledge.
c.general prior knowledge.
d.pedagogical content knowledge.
18. After studying educational psychology, a teacher understands that the thinking of most high school students is concrete, e.g., they are able to understand abstract concepts like density, for example, only after seeing concrete illustrations of it. Without these illustrations, they memorize formulas that have little meaning for them.
Of the following, the teacher’s understanding would best be described as:
a.knowledge of content.
b.pedagogical content knowledge.
c. general pedagogical knowledge.
d.knowledge of learners and learning.
19. Many people believe that teaching is primarily a process of presenting information to students in succinct and organized ways. Of the following, the most likely reason for this belief is:
a.most of their experiences with teaching involved teachers presenting and explaining information.
b.the belief is consistent with what we know about learning.
c.the belief is based on the need to thoroughly understand the content that we teach, and the need to understand content is documented by research.
d.most researchers in the area of learning emphasize the role of teacher explanation in helping students learn.
Use the following information for items 20 and 21.
April Jackson’s students have difficulty understanding the concept pressure, tending to equate it with force. To try to help her students understand the difference, she stands with both feet on the floor and then stands with one foot on the floor. She then helps the students understand that the amount of force she exerts on the floor is the same on either one foot or both feet, but she exerts twice as much pressure on one foot, because the force is on a smaller area.
20.Her ability to represent the concept pressure in this way best illustrates her:
a.knowledge of content.
b.pedagogical content knowledge.
c.general pedagogical knowledge.
d.knowledge of learners and learning.