Question :
29.Which of the following best illustrates the influence of social : 1200724
29.Which of the following best illustrates the influence of social interaction on knowledge construction?
a.Monica’s concluding that plants are hot after hearing Teresa say, “Ouch, hot!”
b.Monica’s concluding that plants are hot after Teresa says, “No, hot.”
c.Monica’s deciding that both boys and girls wear glasses.
d.Monica’s deciding that girls have long hair but boys have short hair.
30. Which of the following best illustrates an authentic (real-world) task for kindergarten students learning about “living things”?
a.Missy provides a big poster board matrix that shows the classes of living things, talks about it at circle time, and then hangs it in the classroom for later reference.
b.Laura has the learners draw pictures of various living things. They draw pictures of plants and animals and hang them around the classroom as examples of living things.
c.Donna has her class learn about plants and animals. For the animal section the class adopts a tree frog to take care of, and for the plant unit each child is given seeds to plant and tend.
d.Kate brings in age-appropriate factual books about plants and animals. She reads them, has the learners read and look at them, and then has each child do a retelling of what they learned from their favorite of the books.
31.Of the following, which is the best example of an authentic (real-world) task?
a.Students rewrite sentences to correctly indicate the possessive form of nouns.
b.Students write a paragraph in which the rules for spelling and grammar are applied correctly.
c.Students write an editorial for the school newspaper.
d.Students write a one-paragraph summary of a section in their geography book.
32.Of the following, which is the poorest example of an authentic (real world) task?
a.Students rewrite sentences to correctly indicate the possessive form of nouns.
b.Students write a paragraph in which the rules for spelling and grammar are applied correctly.
c.Students write a persuasive editorial for the school newspaper.
d.Students write a friendly letter to a pen pal.
Use the following information for items 33-35.
Judy Norquist (the teacher also in item 12) frequently reminds her students that, “We’re all in this together, and we’re all here to help each other learn.” During a math lesson, she presents the problem, “One shirt that sells for $40.00 is marked 30% off, and another that sells for $36.00 is marked 20% off. Which shirt is now more expensive?” She has the students turn to a partner and discuss a proposed solution to the problem for one minute, and then has individuals suggest solutions, emphasizing that they explain their thinking in the process. Which of the following is Judy most strongly promoting in her classroom?
33. Of the following, the characteristic of constructivism that Judy is most strongly applying by having her students discuss their solutions is:
a.Learners construct knowledge that makes sense to them.
b.New learning depends on current understanding.
c.Social interaction facilitates learning.
d. Meaningful learning occurs within real-world tasks.
34. Of the following, the characteristic of constructivism that Judy is most strongly applying by using problems such as “One shirt that sells for $40.00 is marked 30% off and another that sells for $36.00 is marked 20% off. Which shirt is now more expensive?” to help them understand ideas, such as percent decrease is:
a.Learners construct knowledge that makes sense to them.
b.New learning depends on current understanding.
c.Social interaction facilitates learning.
d. Meaningful learning occurs within real-world tasks.
35. In spite of Judy’s efforts to promote a community of learners and capitalize on situated cognition, Judy’s students struggle with the difference between percent decrease and percent increase, such as a 50% decrease from 40 is 20, but a 50% increase from 20 is only 30. Using the characteristics of constructivism as a basis, of the following, which is the most likely reason for the students’ struggles?
a.The differences between percent increase and percent decrease don’t make sense to the students.
b.The students never get a chance to capitalize on social interaction to help the understand the differences between percent increase and percent decrease.
c.The students don’t get a chance to practice with real-world problems.
d.Judy doesn’t effectively model the differences between percent increase and percent decrease.
Essay Item
36. Describe the four characteristics of constructivism, and describe an instructional implication for each characteristic.
When Learners Construct Invalid Knowledge: Misconceptions and Conceptual Change
37. Which of the following statements best describes the relationship between misconceptions and constructivism as a theory of learning?
a.Constructivism emphasizes social interaction, and misconceptions are socially constructed.
b.Constructivism is the only theory that emphasizes application in the real world, and misconceptions exist in the real world.
c.Constructivism is the only theory that includes both an individual (cognitive constructivism) and social (social constructivism) component.
d.Constructivism is the only learning theory that can explain why people create and retain misconceptions.
38. Of the following, which is the best explanation for the existence of misconceptions?
a.People construct misconceptions because they see the misconceptions modeled for them.
b.People construct misconceptions because they have been reinforced for believing the misconceptions in the past.
c.People construct misconceptions because the misconceptions make sense to them.
d.People construct misconceptions because the misconceptions allow them to apply knowledge in the real world.
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