The Learning Sciences And – Complete Test Bank – Chapter 10

Woolfolk et al., Educational Psychology, 7^th Canadian edition

Chapter 10: The Learning Sciences and Constructivism

Multiple Choice Questions

1. Which one of the following statements is an assumption of the learning sciences?

A) Novices have a wide range of procedural knowledge.

B) Prior knowledge does not impact learning as much as earlier researchers believed.

C) Novices have deep conceptual knowledge.

D) Learning is more than receiving information from teachers and texts.

Page Ref: 344-345

Skill: Knowledge

1. Which of the following would a “psychological constructivist” focus on?

A) group identity

B) individual’s cognitive structures

C) appropriation

D) public knowledge

Page Ref: 346

Skill: Knowledge

1. Constructivist theories of learning usually agree on two central ideas. One central idea states that social interactions are important in the process of constructing knowledge. What is the other central idea?

A) Individuals do not construct knowledge; groups construct knowledge.

B) Learners must be taught to construct knowledge.

C) The role of the teacher is important in the process of constructing knowledge.

D) Learners are active in constructing their own knowledge.

Page Ref: 346

Skill: Understanding

1. Constructivist views of learning are grounded in the research of

A) curriculum designers.

B) Gestalt psychologists.

C) many psychologists and educators.

D) Piaget and Vygotsky primarily.

Page Ref: 346

Skill: Knowledge

1. Piaget's approach to learning is an example of what type of constructivism?

A) Both externally and internally directed

B) Externally directed

C) Internally directed

D) Logically directed

Page Ref: 347

Skill: Knowledge

1. The notion that “there is no reality or truth in the world, only the individual’s perceptions and beliefs” can be ascribed to

A) radical constructivism.

B) first wave constructivism.

C) social constructivism.

D) second wave constructivism.

Page Ref: 347

Skill: Knowledge

1. Social constructionists are concerned primarily with how

A) cognition creates culture.

B) cultural context explains learning.

C) individuals create knowledge.

D) public knowledge is created.

Page Ref: 348

Skill: Knowledge

1. Vygotsky's approach to learning is an example of what type of constructivism?

A) Both externally and internally directed

B) Externally directed

C) Internally directed

D) Logically directed

Page Ref: 348

Skill: Knowledge

1. Putting learning in a social and cultural context is best described as

A) appropriation.

B) assimilation.

C) first wave constructivism.

D) second wave constructivism.

Page Ref: 348

Skill: Knowledge

1. A social situation or context in which ideas are judged useful or true is referred to as

A) accommodation.

B) organization.

C) appropriation.

D) community of practice.

Page Ref: 350

Skill: Knowledge

1. Which one of the following ways of learning an applied skill is most consistent with a constructivist approach?

A) Have the teacher "walk" the students step-by-step through the process.

B) Provide well-constructed worksheets with which students can practice individually.

C) Use simplified, artificial materials in order to make the task easier for students.

D) Use realistic materials and a group format to create complex learning environments.

Page Ref: 351

Skill: Understanding

1. Which of the following teachers incorporates one or more of the common elements of constructivist student-centred teaching?

A) Mr. Tindal gives the students additional homework questions for extra credit when he covers complex new concepts in science.

B) Ms. Fowler writes the assignments on the board and has seatwork ready for students when they arrive each morning.

C) Mr. Franks rewards his students with extra points when they complete their spelling assignments and make a perfect score on the test.

D) Mrs. Kim’s math centre has containers with coloured beads, building blocks, and play money for children to use when they solve tasks together.

Page Ref: 351

Skill: Understanding

1. A structure for teaching that introduces the fundamental structure of all subjects early in the school years, then revisits the subjects in more and more complex forms over time is known as

A) social negotiation.

B) spiral curriculum.

C) problem-based learning.

D) guided instruction.

Page Ref: 351

Skill: Knowledge

1. Mr. Shaikh, in order to help his students understand aspects involved in creating a household budget, gets students to provide visuals, use examples, and create appropriate metaphors for concepts used in their group project. He is encouraging his students to

A) create multiple representations of the content.

B) apply principles of a spiral curriculum.

C) adopt an intersubjective attitude.

D) take advantage of direct learning.

Page Ref: 351

Skill: Understanding

1. The students in Ms. Lemley’s class are working on a project in which their collaborative groups take different positions on an issue related to the world economy. They conduct research and discuss ideas that support their positions. After each group presents its position and defense, the entire class discusses pros and cons of proposed positions. Students learn to respect different perspectives. These students are involved in

A) scaffolding.

B) social negotiation.

C) a community of practice.

D) Piaget’s idea of assimilation.

Page Ref: 351

Skill: Understanding

1. Ms. Angelo provided support students needed to get started on a multifaceted assignment. She circulated, answering questions, making suggestions, and encouraging students to review the instructions. On the second day, she monitored students as they continued to work on the project. Now she is certain that everyone is on the right track. Students’ understanding has deepened, and they have very few questions. On day three of this assignment, what level of scaffolding is appropriate?

A) Fading support

B) Differentiation

C) Contingency support

D) Transfer of responsibility to students

Page Ref: 353

Skill: Understanding

1. Ms. French would like to have her students discover some key principles of gravity. She poses a general question on the subject to the class and asks students to conduct their own experiments to test hypotheses. Which one of the following teaching methods is being used for this purpose?

A) Discussion

B) Inquiry

C) Lecture

D) Reciprocal learning

Page Ref: 353

Skill: Understanding

1. The guided inquiry model developed by Magnusson and Palincsar involves both first-hand investigations and

A) discovery methods.

B) pattern investigations.

C) second-hand investigations.

D) sequences of inquiry.

Page Ref: 353-354

Skill: Knowledge

1. Julie consults the Internet, books at her local library, and even interviews experts at the zoo to learn more about animal habitats. She is conducting

A) reciprocal questioning.

B) first-hand investigations.

C) second-hand investigations.

D) problem-based learning.

Page Ref: 354

Skill: Knowledge

1. Which one of the following behaviours is one of the teacher's roles in problem-based learning?

A) Avoid assisting groups and independent investigations.

B) Demonstrate the steps in scientific investigations.

C) Discourage students to conduct experiments.

D) Help students to reflect on their investigations.

Page Ref: 354-355

Skill: Knowledge

1. Students in Mr. McKay’s class are generating ideas about ways to deal with the problem of limited resources for the homeless high school students in their area. They are consulting a variety of resources and experts to represent multiple perspectives on the topic. They want their conclusions to be plausible and plan to invite the mayor to give feedback about their ideas. What approach is Mr. McKay using in this setting?

A) Scaffolded learning

B) Problem-based learning

C) Discovery learning

D) Inquiry learning

Page Ref:354-355

Skill: Understanding

1. Which of the following is NOT a feature of cognitive apprenticeship models in general?

A) Students observe an expert model the performance.

B) Students reflect on their progress.

C) Students receive external support through coaching.

D) Students’ “teaching” is used to diagnose thinking.

Page Ref: 358

Skill: Understanding

1. Which of the following is NOT a guideline for effective reciprocal teaching?

A) Shift responsibility from teacher to student gradually.

B) Match demands to abilities.

C) Group according to abilities.

D) Diagnose thinking.

Page Ref: 359

Skill: Knowledge

1. A way of working with others to attain a shared goal, is best described by the term

A) collaboration.

B) cooperation.

C) interdependence.

D) social loafing.

Page Ref: 360

Skill: Knowledge

1. Cooperative learning involves the following:

A) Elaboration, interpretation, and argumentation

B) Shared values, lack of conflict, and creativity

C) Cognitive flexibility, competition, and self-respect

D) Extrinsic rewards, elaboration, and autonomy

Page Ref: 360

Skill: Knowledge

1. Which one of the following elements does NOT define a true cooperative learning group?

A) Collaborative skills

B) Homogenous grouping

C) Individual accountability

D) Positive interdependence

Page Ref: 362

Skill: Knowledge

1. Of the following choices, which is recommended for the organization of cooperative learning groups?

A) balance the number of boys and girls in each group

B) group students of similar backgrounds together

C) keep groups together for at least half the year

D) make shy or introverted students the group leader

Page Ref: 363

Skill: Knowledge

1. How large should a cooperative group be if your goal is to encourage students to participate in discussion?

A) two to four members

B) six to ten members

C) never more than ten members

D) the smaller the better

Page Ref: 363

Skill: Knowledge

1. In cooperative learning groups, the role of the student who makes certain no one dominates the group is called the

A) checker.

B) coach.

C) gate keeper.

D) taskmaster.

Page Ref: 364

Skill: Knowledge

1. In assigning roles in cooperative learning groups, the student that makes sure the group understands the learning task is referred to as the

A) reflector.

B) quiet captain.

C) checker.

D) gatekeeper.

Page Ref: 364

Skill: Knowledge

1. In his assigned role within the cooperative learning group, Sean Paul helps the group to understand difficult academic concepts related to the learning task by explaining and giving examples. His role is referred to as the

A) task master.

B) question commander.

C) checker.

D) coach.

Page Ref: 364

Skill: Understanding

1. Which one of the following students is playing the role of reflector in a cooperative learning group?

A) Amanda makes certain that the questions of all group members are asked and answered.

B) Gary makes sure that the group is aware of its progress or lack of progress toward the group goal.

C) Helen is responsible for keeping the noise level of the group at a reasonable pitch.

D) Lawrence solicits equal participation of group members and restrains dominance by any group member.

Page Ref: 364

Skill: Understanding

1. Nicole excitedly describes her group activity to her mentor teacher. She explains that students will get into groups of three and take turns calling out new vocabulary words to the others in the group. They will earn points for spelling the word correctly, defining it, and using it in a sentence. What kind of group work is Nicole describing?

A) Reciprocal teaching groups

B) Inquiry group work

C) Cooperative learning

D) Small group work

Page Ref: 361-364

Skill: Understanding

1. One recommendation for encouraging participation in cooperative learning groups is to

A) not assign any roles in advance and let students decide the group structure.

B) assign roles only to one or two students.

C) use the assignment of roles in advance.

D) grade students based on how well they performed their role.

Page Ref: 364

Skill: Understanding

1. Which of the following is TRUE of reciprocal questioning?

A) It is a form of structured controversies.

B) It requires special materials and testing procedures for effectiveness.

C) Is only appropriate to use among students in Piaget’s concrete operations stage.

D) The teacher provides question stems to start.

Page Ref: 365

Skill: Knowledge

1. Jigsaw, an early format for cooperative learning, emphasizes what relationship among group members?

A) High dependence

B) High interdependence

C) Low dependence

D) Low interdependence

Page Ref: 366

Skill: Knowledge

1. In their writing group, Aron has become the expert on how to write an introductory sentence. When students teach other students about the part in which they have expertise, they are engaged in what type of cooperative learning structure?

A) Jigsaw

B) Group work

C) Reciprocal questioning

D) Service learning

Page Ref: 366

Skill: Knowledge

1. A small group is assigned to research whether or not capital punishment should be used in Canada. Each pair of the four-person group researches the issue, develops a pro or con position, and presents their position and evidence to the other pair. They reverse positions and argue for the other perspective. The group collaboratively develops a report that summarizes the best arguments for each side and reaches a consensus. This best describes the use of

A) a formalized debate.

B) guided discovery.

C) structured controversy.

D) reciprocal questioning.

Page Ref: 367

Skill: Understanding

1. An activity that combines academic learning with personal and social development in the context of meaningful community service is

A) virtual volunteering

B) service learning

C) a community of learners

D) an ethic of care

Page Ref: 370

Skill: Knowledge

1. Mrs. Wade wants to use the computers in her classroom to help her second-grade students improve their math scores on achievement tests. Based on reviews about technology and learning, which of the following plans is most likely to help Mrs. Wade meet her goal?

A) Animated characters talking about math with sound effects and music

B) Simulation of a classroom activity that involves using math in a fun way

C) Tutorial requiring active engagement and frequent interaction with feedback

D) Examples of story problems read and worked by an expert

Page Ref: 372

Skill: Knowledge

1. The preschool children in Ms. Anderson’s class love to use technology—everything from computers to smartphones and tablets. Parents of several children talk with pride about their child’s techno savvy ways. Based on your knowledge of studies about the use of technology with young children, which parents are boasting about technology use that is NOT good for the child?

A) Devan’s parents talk about his skill in learning to turn gadgets on and off and listen to voicemail messages.

B) Jazz’s parents talk about the way she can sit for an hour by herself and do the drill-and-practice program about numbers.

C) Larena’s parents talk about her following simple spoken instructions that lead her through games of rhyming words.

D) Paul’s parents talk about his skill in using the iPad’s camera to capture plants and animals that interest him.

Page Ref: 375

Skill: Understanding

1. Which of the following is not a recommended guideline for using computers in the classroom?

A) Train student experts to help with computers.

B) Never have more than one computer in a classroom.

C) Allow only one child on a computer at a time to reduce misbehaviour.

D) Always check that software needed for a lesson is working prior to class.

Page Ref: 377

Skill: Knowledge

True/False Questions

1. The externally-directed constructivist view emphasizes that learners construct their own knowledge by means of transforming and reorganizing their existing cognitive structures.

Page Ref: 347, 349

1. Although there are many cognitive apprenticeship models, they all share the feature of conceptual scaffolding that is gradually reduced as students become more competent and proficient.

Page Ref: 358

1. Cognitive apprenticeships are appropriate for nearly all subject areas, but they are not appropriate for learning mathematics.

Page Ref: 358

1. Group work and cooperative learning are simply different terms used for the same instructional approach.

Page Ref: 360

1. According to McCaslin and Good (1996), the advantages of group learning are so superior to individual learning approaches teachers do not need to question the possible disadvantages of group learning.

Page Ref: 361

1. One of the potential disadvantages of group learning is that status differences among students may be increased rather than decreased.

Page Ref: 361

1. Cooperative learning should be limited to learning situations that involve highly structured tasks.

Page Ref: 362

1. One of the reasons Mr. Brakefield assigns students to cooperative learning groups is so that he can rotate leadership roles and opportunities amongst his students. Mr. Brakefield's rationale for assigning groups is a valid one.

Page Ref: 362

1. In cooperative learning groups, the primary role of the materials monitor is to select the material to be studied.

Page Ref: 364

1. Teachers who want to encourage dialogue in reciprocal questioning should not begin sentences with the word "why."

Page Ref: 365-366

1. In the Jigsaw method, one student leader is responsible for teaching all of the material to the group.

Page Ref: 366

1. Service learning refers to problem-based learning projects which are outside of the student's curriculum.

Page Ref: 370

1. Mr. Schwab's class engaged in a week-long project to collect food for homeless shelters. This activity is an example of service learning.

Page Ref: 370

1. Computers can increase student achievement when they are used to support basic processes that lead to learning.

Page Ref: 372

1. An Immersive Virtual Learning Environment simulates a real-world environment that immerses students in tasks similar to those required in a professional practicum.

Page Ref: 374

1. Online interactive gaming environments in virtual worlds are harmful for children’s cognitive development and should be avoided.

Page Ref: 375

Completion Questions

1. The theory that states that the way we think develops from real-time, goal-directed interaction between humans and their environment is known as ____________.

Page Ref: 345

1. The conception of learning based on the view that students actively create their own knowledge through their interactions with tasks and resources is the ________ perspective.

Page Ref: 346

1. Martha strongly believes that the world was in fact flat prior to Christopher Columbus's journal of the world. Martha's teacher does not correct Martha's construction of this knowledge because she wants to validate Martha's current understanding of the world. In this example, the teacher is most aligned with ________ constructivist teaching perspectives.

Page Ref: 347-348

1. Constructivists that place great emphasis on the social and cultural sources of knowing are in the group of theorists referred to as ________________.

Page Ref: 348

1. Vygotsky's notion that learning is inherently social and embedded within a particular cultural setting is consistent with ________.

Page Ref: 350

1. When pre-service teachers engage in student teaching, they are learning with the support and guidance of an expert teacher. This method is based on the idea that knowledge and skills are best learned in the context in which they will be later used in the real-world setting. This model of teacher preparation emphasizes ________ learning.

Page Ref: 350

1. Social constructivist theorists view learning as occurring within a specific ________, a social situation or context in which ideas are judged useful or true.

Page Ref: 350

1. In relation to social negotiation, a commitment to build shared meaning by finding a common ground and exchanging interpretations is called a(n) ________ attitude.

Page Ref: 351

1. Bruner's notion of teaching, in which more complex forms of learning build upon fundamental concepts taught early in the school years, is called the ________ curriculum.

Page Ref: 351

1. The method that confronts students are with realistic problems that do not necessarily have a “right” answer, is known as ________ learning.

Page Ref: 354

1. The basic condition of ________ learning is all students working together toward the achievement of a shared goal or task.

Page Ref: 360

1. The quiet captain in a cooperative learning group is responsible for maintaining the ________.

Page Ref: 364

1. William is charged with making sure introverted students participate in his cooperative learning group. William was assigned the role of the ________.

Page Ref: 364

1. The role of the ________ in a cooperative learning group is to explain concepts when needed.

Page Ref: 364

1. When the teacher provides students with question stems and then asks students to answer the questions in pairs, he/she is involving the students in ________.

Page Ref: 365

1. The ________ format requires each member of a cooperative learning group to teach their other members one section of the material.

Page Ref: 366

1. One of the goals of service learning is to encourage students to reflect upon their own role in ________.

Page Ref: 370

1. A program that simulates real-world environments and immerses students in tasks that are characteristic of a professional practicum is called _____________.

Page Ref: 374

Short Answer Questions

1. Even though many psychologists and educators use the term constructivism, they often mean very different things. Although there is no single constructivist theory, most constructivist perspectives do agree on two central ideas. First, identify these two central ideas. Then describe at least two practices in traditional classrooms that seem inconsistent with these ideas.

Page Ref: 344, 346-347

1. Many constructivist approaches to learning recommend five conditions for learning. In light of these five conditions, contrast traditional classroom teaching with teaching based on these constructivist conditions.

Social negotiation and shared responsibility as part of learning: Students are often passive receivers rather than active participants with responsibility for learning. Students typically count on the teacher to take responsibility for teaching them rather taking responsibility for their own learning. The learning is geared toward individual tasks rather than socially negotiated.

Multiple perspectives, multiple representations of content: Often material is presented in one way from one point of view. Students may not feel free to express dissenting opinions or diverse perspectives. On assessments, students are expected to respond with the perspective that was presented in the lesson via text and/or teacher.

Self-awareness, understanding that knowledge is constructed: Students typically don’t share their own beliefs and ideas as much as they listen to ideas that are constructed for them and presented to them. It’s more a matter of memorizing content than a matter of constructing knowledge. Students may not be aware of the influences that shape their thinking.

Ownership in learning: Students are often dependent rather than independent about learning. They may wait for a teacher to tell them what to do and what to think rather than generating ideas. They are more comfortable listening to a teacher give them knowledge and information than with digging to find their own answers and solve their own problems.

Page Ref: 351-352

1. Describe the major elements of inquiry learning. Describe how you could implement these ideas in planning a lesson in your subject area. How could you know that your efforts were successful?

Page Ref: 353-354

1. What are some of the disadvantages of group learning and cooperative learning?

1. Students may come to value speed over good learning.

2. Students may reinforce each other's misconceptions.

3. Off-task socializing may get in the way of learning.

4. Students may become dependent on one student in the group whom they have determined is the "expert."

5. Group learning may reinforce or increase status differences between students.

In addition, a potential disadvantage of cooperative learning is that is can be time intensive. Compared to a direct instruction approach, cooperative learning can take more time. A final concern is that some parents (and other educators) may view it as simply play time and discredit the value of cooperative learning as a strategy for meeting learning objectives

Page Ref: 361

1. You plan to implement a Grade 8 mathematics unit on the personal costs of cell phone use. You have decided to teach this curricular unit using cooperative learning. How will you arrange your cooperative learning groups and what factors will you consider in regard to group assignments and membership?

Page Ref: 362-363

1. What are some of the challenges and dilemmas related to teaching from a constructivist perspective?

Page Ref: 369-370