Question 1

Which one of the following statements best describes theorists' rationale for advocating the use of authentic activities?
A) Authentic activities are the most efficient way of teaching basic skills to a level of automaticity.
B) Authentic activities have built-in scaffolding that assures students' success.
C) Authentic activities help students transfer classroom subject matter to real-world contexts.
D) Authentic activities usually promote a mental set, which facilitates students' knowledge construction.

Accepted Answer

Theorists advocate for the use of authentic activities because they help students transfer classroom subject matter to real-world contexts. This promotes deeper understanding of the material and allows students to apply their knowledge in meaningful ways outside of the classroom.

Question 2

Critical thinking can best be described as involving:
A) Knowing the best course of action to take in complex situations
B) Using heuristics to solve problems
C) Keeping an open mind about controversial issues
D) Judging the credibility of information or arguments

Accepted Answer

Critical thinking involves evaluating information and arguments in order to make informed decisions and judgments. This requires assessing the credibility and validity of evidence presented, which is reflected in choice D. While keeping an open mind and utilizing problem-solving strategies may be part of critical thinking, they do not fully encompass its definition.

Question 3

Three of the following statements describe how cooperative groups can promote more effective problem solving. Which statement is not an accurate statement regarding the benefits of cooperative group problem solving?
A) Group members are likely to come to quick consensus about the best way to solve a problem.
B) Group members can clarify their individual sources of confusion regarding the subject matter in question.
C) By describing possible problem-solving strategies to their peers, students may gain better insight into the cognitive processes they use.
D) Group members who possess effective problem-solving strategies model the use of such strategies for others.

Accepted Answer

Quick consensus is not always the best indicator of effective problem solving. Sometimes, a more thorough analysis of the problem is necessary, which may require more time and discussion among group members. Therefore, coming to a quick consensus is not always the goal of cooperative group problem solving.

Question 4

Three of the four teachers below are likely to facilitate her students' ability to solve problems in the classroom. Which teacher is least likely to do so?
A) Ms. Axelrod wants her students to have an in-depth understanding of classroom subject matter.
B) Ms. Blakely explains to her students that algorithms are almost always better than heuristics for solving problems.
C) Ms. Corning often assigns a series of word problems that differ in terms of the specific mathematical operations e.g., addition, subtraction) needed for problem solution.
D) After her students read a chapter about the attack on Pearl Harbor during World War II, Ms. Darwin asks them to identify potential problems that the attack created for the United States government.

Accepted Answer

Ms. Blakely's emphasis on algorithms over heuristics is less conducive to problem-solving because it suggests a one-size-fits-all approach, which may not always apply to real-world problems. Heuristics, on the other hand, are strategies derived from experience that can help in problem-solving by providing a more flexible approach.

Question 5

Matthew's mother teaches him to measure butter for cooking by placing the butter in a measuring cup partially filled with water and seeing how high the water rises. In his science lab a few days later, Matthew realizes he can use the same procedure to measure the volume of an irregularly shaped object. Which one of the following best describes Matthew's approach to problem solving?
A) Working backward
B) Visual imagery
C) Drawing an analogy
D) Brainstorming

Accepted Answer

Matthew is using an analogy by applying the same measurement method for butter to measure the volume of an irregularly shaped object. He is making a comparison between two different things to find a solution.

Question 6

Which one of the following best describes a classroom that has a culture of transfer?
A) Teacher and students regularly look for ways to apply what they're studying.
B) Students from diverse backgrounds meet in small groups to brainstorm potential solutions to social problems.
C) The teacher encourages students to share their study strategies with one another.
D) Classroom topics are never labeled as "belonging" to a particular academic discipline e.g., as being a "mathematical" procedure or a part of "history").

Accepted Answer

A classroom that has a culture of transfer is one where the teacher and students regularly look for ways to apply what they're studying. This means that they are actively seeking ways to transfer the knowledge and skills they are learning to other areas of their lives.

Question 7

Three of the following examples illustrate the use of scaffolding in promoting students' problem-solving abilities. Which example does not illustrate scaffolding?
A) Ms. Amayo presents an example of a computer program that alphabetizes a list of names. She then has students do something similar-write a program that puts items in numerical order.
B) When students struggle with arithmetic word problems, Ms. Blake gives them subtle hints about how to proceed.
C) Mr. Charlesworth gives easy, straight-forward problems at first, then gradually progresses to more difficult ones.
D) Mr. Darlington makes sure that all students know physics concepts well before he asks them to solve problems.

Accepted Answer

Mr. Darlington's approach may promote learning but it does not illustrate scaffolding. Scaffolding involves breaking down complex tasks into simpler ones and gradually increasing the difficulty level as students' skills improve. In this example, Mr. Darlington is not providing any support or assistance to students in solving problems.

Question 8

Three of the following should help students learn mathematical problem-solving procedures. Given the textbook's discussion of problem solving, which one is least likely to be effective?
A) Accompany word problems with illustrative pictures.
B) Provide worked-out examples that illustrate a particular procedure.
C) Have students apply the procedures to real-world problems in the classroom.
D) Encourage students to do problems entirely in their heads whenever possible.

Accepted Answer

Encouraging students to do problems entirely in their heads is least likely to be effective because it can limit their ability to understand and apply complex problem-solving procedures, which often require visualization, note-taking, and step-by-step analysis that are difficult to perform mentally.

Question 9

Which one of the following problems is most likely to be solved with a heuristic rather than an algorithm?
A) Calculating the volume of a cylinder
B) Resolving an argument
C) Solving a difficult algebra problem
D) Using an old recipe to cook chili

Accepted Answer

Heuristics are strategies derived from experience with similar problems, used for making decisions or solving problems when an optimal solution is not clear or practical. Resolving an argument often requires negotiation, intuition, and understanding of human emotions, making it a suitable problem for heuristic approaches rather than strict, step-by-step algorithms.

Question 10

Other things being equal, which one of the following students is most likely to engage in critical thinking about scientific topics?
A) Al is a "trivia whiz" who loves to memorize obscure scientific facts.
B) Brita realizes that scientists' theories change as new evidence comes in.
C) Chris is confident that she can understand something if she puts her mind to it.
D) Devin often asks questions when he doesn't understand a section of the textbook.

Accepted Answer

Brita's understanding that scientific theories change as new evidence arises reflects critical thinking about scientific topics. Memorizing facts (choice A) does not necessarily indicate critical thinking ability, confidence (choice C) is not necessarily connected to critical thinking, and asking questions (choice D) is a good habit but not enough information to determine critical thinking ability.

Question 11

Which of the following students is most likely using a digital intelligent tutoring program?
A) Molly is using a spelling program that audibly presents her with words to spell using her keyboard. If she misspells a word, the program gives her personalized guidance to teach her to correctly spell the word.
B) Jake is using a program that advertises itself as helping children become more intelligent. It gives him many different problems to solve in a specific amount of time.
C) Nancy is using a program to learn how to tutor young children. She is instructed to read various passages and answer corresponding questions.
D) Chris is using a program to learn how to type. It provides no feedback for incorrect responses.

Accepted Answer

Molly is using a program that audibly presents her with words to spell and gives personalized guidance to teach her to correctly spell the word. This is characteristic of a digital intelligent tutoring program.

Question 12

Only one of the following students is definitely engaging in critical thinking. Which one?
A) Louise has a puzzled look as she reads her textbook. "I don't understand what the author is trying to say," she thinks.
B) Sam reads over his responses to the
C) As Morgan watches her lab partner experiment with a pendulum, she says, "You just changed the length of the string at the same time you added more weight. That won't tell us anything."
D) Raul jumps at the chance to learn how to use desktop publishing software. "I'm particularly interested in learning how to integrate text and graphics," he tell his teacher.

Accepted Answer

Only Morgan is engaging in critical thinking by recognizing a flaw in the experiment and pointing it out. The other statements indicate confusion, reviewing previous work, interest, or uncertainty, but not necessarily critical thinking.

Question 13

Which one of the following is the best example of problem-based learning?
A) Using a map to find a "secret treasure" in a local park helps students acquire new map-reading skills.
B) Reading two different descriptions of a single historical event helps students understand that historical writing is often biased in accordance with an author's political views.
C) Solving a variety of mathematical word problems helps students practice the basic addition and subtraction facts they've previously learned.
D) Following a teacher's instructions in a chemistry lab gives students first-hand experience with some of the chemical reactions they've been studying in class.

Accepted Answer

Problem-based learning involves engaging students in solving a real-world problem or challenge, which encourages them to acquire new knowledge or skills in the process. Option A, where students use a map to find a "secret treasure," is a clear example of problem-based learning because it places students in a scenario where they must apply and potentially expand their map-reading skills to solve a problem.

Question 14

People are most likely to engage in meaningful problem solving when they:
A) Use heuristics rather than algorithms
B) Have large working memory capacities
C) Understand the logic underlying the procedures they use
D) Focus on only one small part of a problem at a time

Accepted Answer

Understanding the logic underlying the procedures one uses is essential for engaging in meaningful problem solving. It allows individuals to analyze the problem critically, identify key information, and generate potential solutions. Using heuristics may lead to quick solutions, but it may not be the most effective approach, as it ignores important information. Working memory capacity and focusing on only one small part of a problem at a time may be helpful, but they are not necessarily essential for meaningful problem solving.

Question 15

Nine-year-old Aleesa wants her father to play a video game with her, but Dad tells her, "Sorry, honey, I don't have time. There are dirty dishes in the kitchen sink, and the living room has to be dusted and vacuumed. I need to clean the house before Grandma and Grandpa come tonight. Aleesa thinks for a moment and then says, "How about if I wash the dishes and do the dusting? That way, you'll have some time to play with me." Aleesa's approach to solving her problem-convincing Dad to play a video game-most clearly reflects:
A) brainstorming
B) use of an analogy
C) functional fixedness
D) means-ends analysis

Accepted Answer

Aleesa's approach to solving her problem involves means-ends analysis, which is a problem-solving strategy that involves identifying the goals or ends that one wants to achieve and then identifying the means or steps that can be taken to achieve them. Aleesa's goal is to play a video game with her father, and she identifies the means of washing dishes and doing the dusting as a way to achieve that goal. Brainstorming involves generating multiple ideas to solve a problem, use of an analogy involves comparing a problem to a similar situation, and functional fixedness involves being unable to think of new ways to use an object. None of these strategies are evident in Aleesa's approach.

Question 16

Which one of the following is most likely to be useful in teaching children to solve mathematical problems effectively?
A) Teaching tricks such as "When you see altogether in a problem, you should add"
B) Making sure that students know why procedures work, as well as how to use them
C) Having students practice procedures in isolation before applying them to real-life situations
D) Making sure that students can think abstractly before they begin to solve problems

Accepted Answer

Simply teaching tricks or having students practice procedures in isolation may help with short-term problem solving, but it does not promote long-term understanding or transferability of skills. It is important for students to not only know how to use procedures, but also understand why they work. This understanding helps them apply the procedures in different, more complex situations. Thinking abstractly can also be helpful, but it is not the most crucial factor in effective problem solving.

Question 17

Which of the following students is most clearly engaging in adaptive expertise?
A) Alex loves to ride his bike to school and gets many other children to join him.
B) Julie is very good at chemistry. She often receives the highest grade in her class and has started tutoring other students in chemistry.
C) Marisa struggles with math, however she is very good at English.
D) Paul always excelled at math in school. He now works as a construction worker and used arithmetic everyday to calculate measurements.

Accepted Answer

Paul demonstrates adaptive expertise by applying his academic knowledge of math to real-world situations in his job, showing an ability to transfer skills across contexts.

Question 18

Which one of the following is the best example of someone using a heuristic rather than an algorithm) in problem solving?
A) Susan wants to know how long it will take her to drive from Phoenix to Los Angeles. She knows that the distance is 400 miles, and she figures she will average 50 miles an hour with stops, so she predicts the trip will take 8 hours.
B) Vinnie has a round hot tub that is six feet in diameter; he wants to build a top to cover it. He remembers the formula for calculating the area of a circle and works out how many feet of lumber he needs.
C) John wants to buy a computer. He compares prices at different computer stores and buys whichever model is least expensive.
D) Marion can't think of a plot for the short story she needs to write. She breaks her task into smaller pieces: First she'll decide who the main character will be, then she'll think of a conflict for that character to experience, and finally she'll identify a reasonable resolution of that conflict.

Accepted Answer

Marion is using a heuristic by breaking down her problem into smaller, more manageable parts rather than following a strict set of rules or formula, which is characteristic of heuristic problem-solving.

Question 19

Three of the teachers below are using techniques that should facilitate students' problem-solving abilities. Which one is not doing so?
A) Mr. Arons has students practice their basic multiplication and division facts until they can recall each fact quickly and easily.
B) Mr. Bohlender emphasizes factual knowledge on classroom exams.
C) Mr. Curry gives students practice in changing ill-defined problems into more well-defined ones.
D) On his quizzes, Mr. Dickinson includes problems that students haven't seen before.

Accepted Answer

Mr. Bohlender's emphasis on factual knowledge on classroom exams does not directly facilitate students' problem-solving abilities. Problem-solving often requires applying knowledge in new and varied contexts, not just recalling facts.

Question 20

Three of the following are true statements regarding problem based learning? Which of the following is not?
A) New skills and knowledge are acquired while solving complex and real-world problems.
B) Problem based learning is not effective in higher education i.e. undergraduate and graduate levels); it is only effective in K-12 settings.
C) Problem based learning can be highly motivating to students.
D) The complex problems used in problem based learning can impose very heavy cognitive loads.

Accepted Answer

This statement is not true as problem based learning has been found to be effective in both K-12 and higher education settings.

Quiz 14: Learning and Technology

Which one of the following statements best describes theorists' rationale for advocating the use of authentic activities?

Critical thinking can best be described as involving:

Three of the following statements describe how cooperative groups can promote more effective problem solving. Which statement is not an accurate statement regarding the benefits of cooperative group problem solving?

Three of the four teachers below are likely to facilitate her students' ability to solve problems in the classroom. Which teacher is least likely to do so?

Which one of the following best describes a classroom that has a culture of transfer?

Three of the following examples illustrate the use of scaffolding in promoting students' problem-solving abilities. Which example does not illustrate scaffolding?

Three of the following should help students learn mathematical problem-solving procedures. Given the textbook's discussion of problem solving, which one is least likely to be effective?

Which one of the following problems is most likely to be solved with a heuristic rather than an algorithm?

Other things being equal, which one of the following students is most likely to engage in critical thinking about scientific topics?

Which of the following students is most likely using a digital intelligent tutoring program?

Only one of the following students is definitely engaging in critical thinking. Which one?

Which one of the following is the best example of problem-based learning?

People are most likely to engage in meaningful problem solving when they:

Which one of the following is most likely to be useful in teaching children to solve mathematical problems effectively?

Which of the following students is most clearly engaging in adaptive expertise?

Which one of the following is the best example of someone using a heuristic rather than an algorithm) in problem solving?

Three of the teachers below are using techniques that should facilitate students' problem-solving abilities. Which one is not doing so?

Three of the following are true statements regarding problem based learning? Which of the following is not?