Three of the following teaching practices are consistent with Piaget's theory of cognitive development. Which one is not?
A) A ninth-grade science teacher uses a three-dimensional model of the solar system to illustrate her explanation of why it's warmer in summer than in winter.
B) A second-grade teacher encourages students to speculate about possible explanations as to why kites of different shapes fly differently and then test each explanation systematically.
C) When a high school student claims that people should "Make love, not war," his teacher urges him to consider whether such an approach would have been advisable when the Fascist movement was gaining ground in Europe in the late 1930s and early 1940s.
D) When Martin says that two nickels are worth more than one dime because there are two of them and they're bigger, his teacher asks, "How can that be? Two nickels are worth ten cents, and one dime is also worth ten cents."

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The Answer of Three of the following teaching practices are consistent with Piaget's theory of cognitive development. Which one is not?
A) A ninth-grade science teacher uses a three-dimensional model of the solar system to illustrate her explanation of why it's warmer in summer than in winter.
B) A second-grade teacher encourages students to speculate about possible explanations as to why kites of different shapes fly differently and then test each explanation systematically.
C) When a high school student claims that people should "Make love, not war," his teacher urges him to consider whether such an approach would have been advisable when the Fascist movement was gaining ground in Europe in the late 1930s and early 1940s.
D) When Martin says that two nickels are worth more than one dime because there are two of them and they're bigger, his teacher asks, "How can that be? Two nickels are worth ten cents, and one dime is also worth ten cents."

Three of the Following Teaching Practices Are Consistent with Piaget's