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| 1 | |
The preoperational stage, as described by Piaget, includes individuals in which of the following age groups? |
| | A) | Birth to 2 years |
| | B) | 2 to 7 years |
| | C) | 7 to 11 years |
| | D) | 11 years through adulthood |
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| 2 | |
According to Piaget, a child is first able to understand that sequences or procedures are reversible when the child reaches which of the following stages? |
| | A) | Sensorimotor stage |
| | B) | Preoperational stage |
| | C) | Concrete operational stage |
| | D) | Formal operational stage |
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| 3 | |
Tracy examines the possibilities of working with Sam. He is very good at working with computers, so he may be a good partner for helping to complete the research project. However, Tracy also knows that Sam is chronically irresponsible and may neglect the project. Tracy decides to test the waters by talking to other students who have worked with Sam as well as asking Sam a few questions about his ideas about carrying out the project to determine his likelihood of helping out. At which stage of Piaget's theory is Tracy? |
| | A) | Sensorimotor |
| | B) | Preoperational |
| | C) | Concrete Operational |
| | D) | Formal Operational |
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| 4 | |
Theo is creating a __________, which is a visual representation of a concept that is filled with connections and hierarchical organizations pertinent to each concept. Theo is including examples and non-examples of the concept in order to gain a more sound understanding of the concept. |
| | A) | hypothesis testing |
| | B) | concept map |
| | C) | fixation |
| | D) | prototype matching |
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| 5 | |
Which of the following scenarios best depicts a student or students thinking critically? |
| | A) | Abdul memorized a list of spelling words for a spelling bee. |
| | B) | Felix and Sue are thinking reflectively and productively, as well as evaluating the evidence. |
| | C) | Gabriel and Todd are brainstorming ideas for the class play. |
| | D) | Martin is trying to think of all of the examples of the concept, "vegetable." |
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| 6 | |
Swen is not excited about having to read another Shakespearean play. He has already read two of Shakespeare's plays, and he concluded from reading those two plays that he dislikes the general nature of Shakespeare's plays. Swen is engaging in __________. |
| | A) | inductive reasoning |
| | B) | deductive reasoning |
| | C) | critical thinking |
| | D) | decision making |
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| 7 | |
Alex and Brian are engaging in a detective game in which they must gather and sort through all of the clues in order to determine who has committed a crime. Alex and Brian are engaging in __________ when playing this detective game. |
| | A) | inductive reasoning |
| | B) | deductive reasoning |
| | C) | critical thinking |
| | D) | decision making |
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| 8 | |
Mrs. Daniels' students are building a model of the rainforest in the classroom. They are making trees using twisted, brown paper as well as a variety of tropical flowers and birds. What is Mrs. Daniels fostering in her students? |
| | A) | Concept mapping |
| | B) | Problem based learning |
| | C) | Convergent thinking |
| | D) | Creativity |
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| 9 | |
Mr. Berman is moderating a classroom debate about year-round schooling. Students in Group 1 are in favor of year-round schools and Group 2 is opposed to year-round schools. Group 2 is sharing research that refutes the position of Group 1. A Group 2 student is passionately speaking against a point that was made by a Group 1 student. Which statement best describes what is happening in Mr. Berman's classroom? |
| | A) | The students are engaging in a critical thinking activity. |
| | B) | Mr. Berman is in danger of losing control of his classroom. |
| | C) | Students are being encouraged to give a single, correct answer about year-round schooling. |
| | D) | Mr. Berman is pitting students against each other and will ultimately undermine friendships. |
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| 10 | |
When students are having fun in the classroom, _________. |
| | A) | they are less likely to absorb and retain information |
| | B) | they are less attentive and less motivated to learn |
| | C) | they are more likely to engage in disruptive and dangerous behavior |
| | D) | they are more likely to consider creative solutions to problems |
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| 11 | |
Social context and culture influence the definition and attributes of some concepts. Which of the following is a conjunctive concept which is fixed across social contexts? |
| | A) | Democracy and equality |
| | B) | Independence and freedom |
| | C) | Water and fire |
| | D) | Women's roles |
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| 12 | |
Piaget's stage theory of cognitive development maintains that as children grow and mature, they pass through four stages of cognitive development. Students who can solve abstract problems in logical fashion and have concern for social issues are in the __________. |
| | A) | sensorimotor stage |
| | B) | preoperational stage |
| | C) | concrete operational stage |
| | D) | formal operational stage |
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| 13 | |
One way that teachers can adapt instruction to meet the needs of diverse learners is to consider the examples and nonexamples used in the concept lesson. Teachers should provide numerous examples ranging from easy to difficult. Which of the following is the best way to communicate a nonexample of the concept predator that would likely be understood by all students? |
| | A) | Show a picture of a mouse. |
| | B) | Show a picture of a wolf. |
| | C) | Write the word rabbit on the board. |
| | D) | Lecture about cheetahs. |
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| 14 | |
When teaching concepts to English language learners, teachers should plan for and adapt lessons to ensure understanding. Which of the following strategies are useful for teaching concepts to English language learners? |
| | A) | Include easy examples and nonexamples of concepts in the lesson. |
| | B) | Use visuals such as posters, maps, photographs and movies to supplement lecture and oral presentations. |
| | C) | Be aware of the differences among students, and never assume that all students have prior knowledge of a particular concept. |
| | D) | All of the above. |
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| 15 | |
Mr. Carter is checking for concept attainment and asks students to make decisions about whether or not particular examples are instances of a concept. Which of the following is NOT part of the concept attainment approach? |
| | A) | Provide a label and definition first; follow with examples and nonexamples. |
| | B) | Ask students to hypothesize about the attributes of the concept and record reasons for their ideas. |
| | C) | Ask additional questions to help students focus and articulate their thinking. |
| | D) | Ask students to generate additional examples and nonexamples of their own. |
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| 16 | |
The final phase of concept teaching involves teacher-directed questioning. Consider the following questions: What criteria did you use for grouping items? When did you first figure out the concept? How does the concept relate to other concepts you know about? What was confusing during the lesson? What is the intent of this type of questioning? |
| | A) | To refute erroneous hypotheses |
| | B) | To help students think about their own thinking (metacognition) |
| | C) | To activate students' prior knowledge |
| | D) | To extend learning into the larger community |
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| 17 | |
Computer simulations, CD-ROMs, and virtual Web sites provide powerful means for providing visual and auditory representations of abstract concepts. Which of the following describes a benefit to students of using such resources to teach concepts? |
| | A) | Real life events and situations are depicted entirely accurately. |
| | B) | Students can more easily visualize concepts from history and life in other times and places. |
| | C) | Students are relieved of critical thinking activities. |
| | D) | Technology resources automatically connect simulated activities to reality without time-consuming, teacher-led discussions. |
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| 18 | |
Mrs. Brown, a science teacher, is constructing a test to assess students' understanding of the concepts liquid, solid, and gas. Which student behavior is Mrs. Brown assessing in the following test item? Which of these items is not an example of a gas: hydrogen, oxygen, iodine, and carbon dioxide? |
| | A) | The ability to evaluate how gasses differ from liquids and solids |
| | B) | The ability to analyze one's own thinking processes |
| | C) | The ability to discriminate among examples and nonexamples |
| | D) | The ability to generate new examples and nonexamples |
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| 19 | |
Concepts have critical and noncritical attributes that describe and help define them. Which of the following would be considered a noncritical attribute of the concept mammal? |
| | A) | Gives birth to live young |
| | B) | Breathes air |
| | C) | Warm-blooded |
| | D) | Ability to swim |
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| 20 | |
Two-year-old Anna sees a gray-haired woman and says, "Grandma!" Her mother replies, "No Anna. That's not Grandma. That's Mrs. Pete, our neighbor." Which of the following describes how Anna tried to make sense of her new experience with Mrs. Pete? |
| | A) | Assimilation |
| | B) | Accommodation |
| | C) | Schemata |
| | D) | Concept attainment |
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| 21 | |
English language learners may experience difficulty learning a particular concept for two reasons: lack of experience with a particular concept or situation in their home country and the language barrier. Imagine that a social studies teacher is conducting a short unit on transportation which includes a discussion of subways, commuter trains, freeways, and airplanes. Which of the following is the most effective strategy for teaching the concept of transportation to English language learners? |
| | A) | Separate the English language learners from the group, and have them review an early reader book about transportation. |
| | B) | Write the types of transportation on the board, and repeat them several times. |
| | C) | Use visual cues such as photographs, and include a wide range of transportation examples, including those from rural and international areas. |
| | D) | Teach the concept at the same pace regardless of the presence of English language learners in the class. |
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