Question : What Is Constructivist Learning Theory? 1.Which of the following the best : 1200719

What Is Constructivist Learning Theory?

 

1.Which of the following is the best definition of constructivism?

a.It is a view of learning suggesting that learners’ understandings are the result of their own creation rather than the result of delivery by teachers or written materials.

b.It is a view of learning suggesting that learners set their own goals and the means for reaching those goals.

c.It is a view of learning suggesting that teachers should create learning environments in which learners can reach learning goals without teacher guidance.

d.It is a view of learning suggesting that individual learning cannot be enhanced by support from another person.

 

2.Constructivism is a theory of:

a.learning.

b.instruction.

c.assessment.

d.planning.

 

3.Which of the following best describes the difference between cognitive constructivism and social constructivism?

a.Cognitive constructivism is based on cognitive learning theory, such as information processing, whereas social constructivism is based on social cognitive theory.

b.Cognitive constructivism emphasizes construction of understanding based on discussion that reinforces thinking, whereas social constructivism emphasizes discussion without the use of reinforcers.

c.Cognitive constructivism emphasizes individual imitation of modeled behaviors, whereas social constructivism emphasizes vicariously learned behaviors of groups.

d.Cognitive constructivism focuses on individual, internal constructions of understanding, whereas social constructivism emphasizes shared perspectives, which are then internalized by individuals.

 

4.Which of the following is a characteristic of a learning community?

a.Learners seek as much knowledge as they can from their teachers.

b.Teachers provide the content guidelines, present information, and reinforce student learning.

c.Students work independently to construct their own individual knowledge.

d.Students interact with teachers to actively participate in learning activities.

 

5.Which theorist is most closely associated with cognitive constructivism?

a.Skinner

b.Piaget

c.Vygotsky

d.Bronfenbrenner

 

6.Which theorist is most closely associated with social constructivism?

a.Skinner

b.Piaget

c.Vygotsky

d.Bandura

7.Cognitive apprenticeships generally include three of the following components. Which one do they not typically include?

a.Increasing complexity

b.Modeling

c.Direct instruction

d.Scaffolding

 

8.A view of learning that suggests that learning is social in nature and cannot be separated from  the context in which it occurs is defined as:

a.cognitive constructivism.

b.situated cognition.

c.cognitive apprenticeship.

d.community of learners.

 

Use the following information for Items 9 and 10.

 

Two students are arguing about the difference between the concepts force and work.  “I’m doing work,” Justin argues, as he holds a soft drink bottle out in front of him.

“No,” Tahlia responds. “You’re not moving. The bottle is totally still, and doing work requires both force and movement, so you’re doing no work.”

“Yes, but I’ll get tired,” Justin retorts. “I can’t get tired if I don’t do work.”

“Yes you can. You’re just exerting a force. . . . Now I’m doing work,” Tahlia counters as she slowly lifts the bottle from the table over her head. “We have to be able to describe the difference between simply holding the bottle and moving the bottle.”

“So, I can do no work and still get tired?” Justin nods uneasily.

“Yes,” Tahlia smiles. “We can get tired by exerting a force.”

 

9.Which of the following best describes the change in Justin’s thinking from a cognitive constructivist perspective?

a.Justin didn’t understand the difference between the concepts force and work, and his understanding developed because he imitated Tahlia’s thinking.

b.Justin’s equilibrium with respect to the concepts force and work was disrupted, and he—individually—re-established it by changing his thinking.

c.Justin’s equilibrium with respect to the concepts force and work was disrupted, and he re-established it as a direct result of his conversation with Tahlia.

d.Justin didn’t understand the difference between the concepts force and work, and his understanding evolved as a direct result of the dialogue with Tahlia.

 

10.Which of the following best describes the change in Justin’s thinking from a social constructivist perspective?

a.Justin didn’t understand the difference between the concepts force and work and his understanding developed because he imitated Tahlia’s thinking.

b.Justin’s equilibrium with respect to the concepts force and work was disrupted, and he—individually—re-established it by changing his thinking.

c.Justin’s equilibrium with respect to the concepts force and work was disrupted, and he re-established it as a direct result of his conversation with Tahlia.

d.Justin didn’t understand the difference between the concepts force and work, and his understanding evolved as a direct result of the dialogue with Tahlia.

 

 

11. On a standardized vocabulary test, children were asked, “Which of the following would you expect to take you to the hospital if you were injured?” and they were given, “ambulance,” “car,” “airplane,” and “truck” as choices. “Ambulance was the correct answer, but several Eskimo children in a remote village in the Arctic selected “Airplane” as a choice because airplanes were the only form of motorized transportation that came into their village.  Of the following, which theory would provide the best explanation for the Eskimo children’s choice?

a.Social cognitive theory

b.Sociocultural learning theory

c.Situated cognition

d.Cognitive load theory

 

Items 12-14 are related.

 

12.Judy Norquist 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 should explain their thinking in the process. Which of the following is Judy most strongly promoting in her classroom?

a.Sociocultural learning theory

b.Cognitive constructivism

c.A community of learners

d.Situated cognition

 

13. As she prepares 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?” Judy comments, “The only way kids are going to get to be good problem solvers is if they get lots of practice in solving real-world problems like this one.” Of the following, Judy’s belief in the need to solve real-world problems most nearly applies ideas related to:

a.sociocultural learning theory.

b.a community of learners.

c.cognitive apprenticeships.

d.situated cognition.

 

14. Periodically, Judy will give her students problems that are challenging enough so that they struggle. When they do, she models the thinking needed to attack the problems, uses questioning to guide them through solutions to similar problems, and emphasizes that they put their increasing understanding into words in each case. As their understanding increases, she continues to give them increasingly challenging problems. Which of the following is Judy most nearly applying with this approach to problem solving?

a.A cognitive apprenticeship

b.Sociocultural learning theory

c.Cognitive constructivism

d.Situated cognition