Question : Characteristics of Constructivist Learning Theory 19.Of the following, which a characteristic : 1200723

 

Characteristics of Constructivist Learning Theory

 

19.Of the following, which is a characteristic of constructivism?

a.New learning depends upon positive reinforcement.

b.Learning is primarily a function of effective modeling.

c.Learning is primarily a process of meeting learners’ needs.

d.New learning depends on current understanding.

 

20.Which of the following is not a characteristic of constructivism?

a.Learners construct understanding more effectively if they are involved in social interaction.

b.Learners construct understanding based on their existing understanding.

c.Learners construct understanding based upon teachers’ knowledge.

d.Learners construct understanding that makes sense to them.

 

21.Social interaction is reported to assist learners in many ways.  Which of the following benefits of social interaction is an essential learning benefit consistent with constructivist views of learning?

a.Increasing motivation

b.Developing interpersonal skills

c.Appropriating understanding

d.Self-regulatory processing

 

22.An authentic task is a classroom learning activity that:

a.intrinsically motivates students to learn.

b.matches content in textbooks to what students are learning in class.

c.matches content on standardized tests to what students are learning in class.

d.requires understanding similar to understanding required outside the classroom.

 

23. Of the following, which does constructivist learning theory most strongly emphasize?

a.Learners’ emotions

b.Teachers’ reinforcers

c.Learners’ prior knowledge

d.Teachers’ modeling

 

24.Students periodically make surprising conclusions, such as, “Most houses in France are made out of plaster of Paris.” Based on the characteristics of constructivism, which of the following is the most likely reason students make these conclusions?

a.Teacher presentations often aren’t clear, so students develop misconceptions.

b.Teachers often fail to adequately reinforce students for the correct conclusions that they make.

c.Students create these conclusions because the conclusions make sense to the students.

d.Students create these conclusions based on seeing similar conclusions modeled by other students.

 

 

 

 

 

 

 

 

 

25.Using constructivism  as a basis for your conclusion, of the following, what is the most likely reason that students’ conclusions about the topics they study vary so greatly?

a.Their working memory capacities are different, and students’ constructions depend on the capacity of their working memories.

b.Their background knowledge varies, and their constructions of understanding depend on their background knowledge.

c.Teachers’ explanations often aren’t clear, so students are unable to construct understanding based on the explanations.

d.Teachers usually lecture, and students can’t construct understanding if teachers lecture.

 

26.A child falls down a stairs and bruises her arm.  When asked if she is okay, she responds, “I must be tired.”  Her mother had always said to her when she had an accident, “Oh, you must be tired.”  Which of the following characteristics of constructivism does this scenario best illustrate?

a.Learners construct understanding that makes sense to them.

b.Learners construct understanding by working on authentic tasks.

c.Learners construct new understanding based on their existing understanding.

d.Learners construct understanding more effectively if they are involved in social interactions.

 

Use the following information for items 27-29.

 

Monica, age three, doesn’t touch plants because her mother, Teresa, in an effort to prevent her from pulling the leaves off the plants in the house warns her not to touch the plants. Teresa also touches a plant and says, “Ouch, hot!” When Monica tentatively moves to touch a plant, Teresa gently taps Monica’s fingers and says, “No, hot.”

The next day Monica walks by a plant, points, and says, “Hot,” and Teresa smiles at her and says, “Yes, hot.”

Monica also says to Teresa one day, “Girls wear glasses but boys don’t.”

“That’s an interesting idea,” Teresa smiles. “Why do you think that?”

“You have glasses, and Gramma has glasses, but Daddy doesn’t.”

“Let’s look at these pictures,” Teresa says, and she then pages through a mail order catalogue in which some of the female models are wearing glasses but others aren’t, and some of the male models are wearing glasses but others aren’t. “Look at him. . . . He’s wearing glasses,” Teresa says as Monica sits on her lap looking at the pictures. “And look at her. . . . Does she look like a girl?”

“Yes,” Monica replied.

“Is she wearing glasses?”

“No.”

Monica then decides that both girls and boys wear glasses, but she also decides that girls have long hair and boys have short hair after looking at the pictures.

Teresa smiles to herself and decides to pursue the idea of hair length at a different time.

 

27.Which of the following best illustrates the characteristic, “Learners construct understanding that makes sense to them?”

a.Monica’s initially concluding that girls wear glasses but boys don’t.

b.Monica’s concluding that plants are hot after Teresa touched a plant and said, “Ouch, hot!”

c.Monica’s concluding that plants are hot after Teresa taps her fingers.

d.Monica’s walking by the plant, pointing, and saying, “Hot.”

 

28.  Which of the following best illustrates the influence of prior knowledge on the process of knowledge construction?

a.Monica’s concluding that plants are hot.

b.Monica’s tentatively moving to touch the plant.

c.Teresa’s saying, “No, hot,” as Monica moved to touch the plant.

d.Monica’s concluding that girls wear glasses but boys don’t.