ed psy ch 10: Constructivist Learning Theory, problem solving, and transfer

creating an external representation of the problem

A student who is having a problem solving a mathematical word problem realizes that she might figure out a solution more quickly by depicting the elements of the problem in a drawing. This problem-solving technique is often referred to as __. -solving an analogous problem -working on a similar problem -breaking the problem into parts -creating an external representation of the problem

C. uses problem-solving heuristics

A student with knowledge of one subject might be more able to acquire knowledge in a different subject because he or she: A. has a high intelligence quotient B. has a field-dependent learning style C. uses problem-solving heuristics D. memorizes rules and formulas

backward fading (when you start with a completed problem and then use it to solve others)

A teacher shows her students a completely worked out solution to a multiple-step problem. She then shows them similar examples with fewer and fewer of the steps worked out and requires them to complete the missing steps. Finally, she gives them a similar multiple-step problem they have to solve on their own. Which of the following is the correct name for this procedure? -backward fading -breaking the problem into parts -solving an analogous problem -working on a simpler version of the problem first

scaffolding

Alberto is learning algebra. His teacher provides him with classroom instruction and exercises to work at home and also solves problems with the class. When concepts are new, the teacher interacts often with Alberto and his classmates, showing them how to perform operations, giving subtle hints, asking leading questions, and making suggestions. As Alberto becomes more competent in his new skills, his teacher begins to back off, allowing him to work with increasing independence. Alberto's teacher has used the constructivist principle of -multiple perspectives -scaffolding -situated learning -negotiated meaning

manageable parts

Break complex problems into ___

D. Mindful abstraction

Christine notices the menu of food items displayed above the counter in a fast-food restaurant and realizes this is how to order food in just about any fast-food restaurant. How do researchers peer to this deliberate, conscious, effortful formulating of a general principle that can be applied to fundamentally similar situations? A. far transer B. reflective practice C. ill-defined problems D. mindful abstraction

cognitive processes in meaningful learning

Cognitive constructivism emphasizes the role of _____.

critical to problem solving

Comprehension of subject matter is ___

BCD

Computer-based instructional programs support constructivist learning by: A. providing drill and practice B. creating online environments C. offering scaffolds to learning D. simulating actual experiences E. making teachers initiate discussions

prior knowledge

Construction of ideas is strongly influenced by the Student's __

creating new views; uses scaffolding, realistic tasks, and class discussion

Constructivist-oriented teaching encourages ____; __, __, __.

external representation

Create a __ ___ of the problem

cultural myths and how they influence learning environments

Critical constructivism emphasizes the role of ____ and ____.

degree of similarity between two tasks

Early view of transfer based on __

estimating; checking

Evaluate solution to well-structured problems by __ or __

B. well-structured C. ill-structured D. issue

How do cognitive psychologists categorize problem types? A. low-road B. well-structured C. ill-structured D. issue E. high-road

C. students should be encouraged to be dissatisfied or curious

How should teachers help sensitize students to problem finding? A. teachers should give students answers to problems B. students instinctively realize when a problem exists C. students should be encouraged to be dissatisfied or curious D. teachers need not do anything since problems make themselves known

multiple perspectives, self-regulation, and authentic tasks

In addition to prior knowledge, construction of ideas is aided by __, ___, ____.

varied practice at applying skills, rules, memory retrieval cues

Low-road and high-road transfer produced by __, __, __

discovery learning (discovers how to solve algebra problems using current knowledge of rock climbing)

Margaret enjoys rock climbing but hates algebra because it is too confusing. In an effort to help her become a better math student, her instructor asks her to put in order the steps required to get to the top of a large rock. She then asks Margaret to list some similarities between algebra and rock climbing. Soon, Margaret begins to make the connection between the logical processes involved with each activity. The form of learning that Margaret's instructor has asked her to engage in is -operant conditioning -discovery learning -social learning -cooperative learning

D

Mr. Jones believes that he, not students, should decide what gets learned and how it is learned, and that his primary responsibility is to prepare students to take a high-stakes test. What approach is Mr. Jones most likely to use in teaching? A. social constructivism B. cognitive apprenticeship C. situated learning D. direct instruction

B C D

Mr. Smith wants his fifth grade students to understand the relationship between a cycle's diameter and its circumference. What constructivist techniques would Mr. Smith most likely use to teach this concept? A. students memorize a formula B. students find and measure real objects C. student problem solving is guided D. the teacher scaffolds students' learning by asking questions E. the students look up the answer in their textbooks

problem finding (she found a problem with the current system)

Mrs. Young becomes dissatisfied with her school's absentee policy after reading about factors likely to influence students' self-esteem, motivation, and attendance rates. Although she is nervous about challenging the established policy at her school, she makes her findings known to her principal and school board members. Mrs. Young's behavior illustrates the process of __. -problem finding -problem representation -problem generating -problem framing

individuals using their knowledge and experience to create a personal view of the world

One assumption of constructivism is that meaningful learning is the result of -a careful analysis and logical sequencing of the subject matter by the teacher -teachers using their extensive knowledge and experience to construct general frameworks that help students make sense of new information -extensive drill and practice -individuals using their knowledge and experience to create a person view of the world

promoting cognitive transfer

Providing students with many opportunities to practice previously learned skills, providing students with appropriate retrieval cues, and teaching students how to create general rules or strategies are all instructional techniques for -helping students learn how to identify problems -promoting a cognitive apprenticeship -helping students learn how to frame problems -promoting cognitive transfer

culture social interaction

Social constructivism emphasizes the role of ___ and ___ in meaningful learning

similar; same

Solve a __ problem and then apply the __ method

Simpler; harder

Solve the __ version of a problem first; then transfer the process to a __ problem

constructivist (creation, actively exploring, realistic tasks in realistic settings)

Technology applications that lend themselves to knowledge construction, exploration, and learning by doing are consistent with a(n) _ approach to learning -social learning theory -operant conditioning -information processing -constructivist

construct knowledge, become better problem solvers

Technology tools are available to help students __, __

C. uses previously learned knowledge and skills to solve a problem

Transfer of learning is demonstrated when a student: A. asks the teacher for help in solving a problem B. gets together with peers to solve a problem C. uses previously learned knowledge and skills to solve a problem D. consults the right book for the solution to a problem

false

True/False: Constructivist teachers use direct, explicit instruction because they view learners as passive recipients of information.

true

True/False: Problem solving is identifying and applying knowledge and skills that result in goal attainment.

Ill-structured problem (not clear)

Trying to determine whether to allow a student to graduate a year early from high school is a(n)

C. computer applications that support knowledge construction

What are mind tools? A. computer programs that present information efficiently B. drill-and-practice and tutorial programs C. computer applications that support knowledge construction D. video games

C

What does Jerome Bruner's conception of guided discovery learning suggest? A. teachers should preselect and prearrange materials and activities B. students learn best by completing drill-and-practice worksheets C. teachers confront children with problems and assist in solution-finding D. students should be rewarded for completing structured assignments

D. children confront problems and teachers assist in finding solutions

What does guided discovery learning emphasize? A. students receive computer-based instruction that is arranged in small, logical steps B. textbooks and materials contain periodic quizzes C. students are encouraged to persevere when learning becomes difficult D. children confront problems and teachers assist in finding solutions

A B C D

What features of technology tools support a constructivist approach to learning? A. embedding scaffolds in the software B. using realistic contexts and problems C. requiring interactions among learners D. encouraging consequential engagement E. containing tutorial and drill programs

D

What is implied by a constructivist approach to teaching? A. learning standards alone determine the curriculum B. the teacher constructs the scope and sequence of a lesson C. both the teacher and student agree to a learning contract D. scaffolded instruction supports authentic problem solving

B. pertinent background knowledge C. familiarity with the particular problem type D. high degree of knowledge of the subject

What is required to achieve an optimal understanding of a problem? A. focus on surface features of the problem B. pertinent background knowledge C. familiarity with the particular problem type D high degree of knowledge of the subject E. ability to draw a picture or diagram

A C D E

What key ideas frame constructivism? A. the learner is an active agent who self-regulates B. Students must be reinforce with rewards and punishments for learning to occur C. personal experience and prior knowledge are vital to construct new ideas D. learners negotiate understanding with other through social interactions E. realistic problems contribute to the construction and transfer of knowledge

B C D

What principles support constructivist teaching? A. students must learn facts and concepts discovered by others B. knowledge results from discussions among students and the teacher C. students should have input into selecting tasks and curriculum D. learning is grounded in authentic tasks relevant to students' lives E. teachers should have decision-making power over what students learn

B

What process is described when students are engaged in social discussion about the meaning of terms and procedures, the relationship among ideas, and the applicability of knowledge to specific contexts? A. behavior modification B. negotiating meaning C. debate preparation D. cooperative learning

A B D E

What recommendations are made for teachers who want students to be capable of low-road and high-road transfer? A. provide opportunities to develop interrelated concepts B. provide problem-solving opportunities C. concentrate on the specific situation D. emphasize the benefits of creating rules and strategies for solving problems E. provide memory cues

A B D

What school conditions did Jerome Bruner observe that led him to advocate for constructivism? A. students are too dependent on other people for their learning B. drill and practice worksheets are preselected and prearranged C. problem solving is the dominant mode of instruction D. students think of learning as something that earns a reward E. most school learning is applied outside the classroom

scaffolded

What term describes a learning environment that offers supports such as modeling, hints, leading questions, and suggestions and removes the supports gradually as the learner demonstrates increased competence?

B. far transfer

What type of transfer takes place when an adult uses mathematical skills learned in high school in order to make an investment decision? A. near transfer B. far transfer C. zero transfer D. negative transfer

a teacher strives to minimize his/her expectations about what students can accomplish based on their racial, ethnic, or SES background

Which of the following best reflects the focus of critical constructivism? -to maximize instructional efficiency, a teacher breaks a lesson down into small units, reinforces students for giving correct responses, and gives them a test before allowing them to proceed to the next unit -when the teacher has to criticize a student's work, the emphasis is on giving constructive criticism -because students of color often have lower test scores and grades, a teacher decides to give them less difficult tasks in order to strengthen their self-esteem -a teacher strives to minimize his/her expectation about what students can accomplish based on their radical, ethnic, or SES background

students attend an art fair and are required to write about their interpretations of the meaning of particular works (actively making sense of the world, interpretation does this)

Which of the following instructional activities is consistent with the constructivist view of meaningful learning? -students attend an art fair and are required to write about their interpretations of the meaning of particular works -third-grade students make their own flashcards to practice multiplication at home -kindergartners color letters in their workbooks to learn about colors and letter shapes -students are taught how to use self-questioning as a learning tactic

student does well on classroom tests, but is unable to use the information she learned when trying to write a term paper for that same class (knowledge is isolated and cannot be used for other purposes)

Which of the following situations reflects inert learning or knowledge? -a student learns to discriminate between two learning theories by remembering examples of each one -a student does well on classroom tests, but is unable to use the information she learned when trying to write a term paper for the same class -student tries to grasp the relationship between climate and geography -student considers the similarities and differences between several concepts before choosing her response on a multiple-choice test

A D E

Why are teachers advised to wait three seconds after asking a question? A. students are more likely to volunteer answers B. the teacher needs time to decide who to ask C. impulsive students shout out superficial snap answers D. reflective students have time to think of answers E. responses increase in frequency, length, and complexity

D. Responses require application, analysis, synthesis, and evaluation

Why do constructivist teachers prefer open-ended questions? A. they are easier for students to answer B. students are able to find the answers in their textbooks C. students should be able to respond to question from memory D. responses require application, analysis, synthesis, and evaluation

backward

Work __ when the goal is clear but the beginning state is not

backward fading

a procedure that helps students develop problem-solving capability by reasoning from the solution back to first steps

constructivist theory

assumes that individuals must draw on their own knowledge and experience to construct their own view of the world as opposed to simple accepting the ideas of others

well-structured problems

clearly stated, known solution procedures; known evaluation standards

constructivism

creating a personal interpretation of external ideas and experiences

mindful abstraction

deliberate, conscious, effortful formulating of a general principle that can be applied to fundamentally similar situations

problem finding

depends on curiosity, dissatisfaction with status quo

problem framing

depends on knowledge of subject matter, familiarity with problem types

Bruner

discover how ideas relate to each other and to existing knowledge

inert knowledge

due to learning isolated facts under limited conditions -can be accessed only under conditions that mimic the original conditions under which it was learned

specific transfer

due to specific similarities between two tasks

general transfer

due to the use of the same cognitive strategies

critical constructivism

emphasis on ignoring or overcoming one's expectations about what certain groups of students are capable of learning

high-road transfer

formulate rule from one task and apply to related task

discovery learning

helps students learn to relate ideas to each other and to existing knowledge in order to be able to independently solve problems in real situations

problem solving

identification and application of knowledge and skills that result in goal attainment

issues

ill-structured problems that arouse strongly feelings

negative transfer

previous learning interferes with later learning

positive transfer

previous learning makes later learning easier

far transfer

previously learned knowledge and skills used much later on dissimilar tasks and under different conditions

near transfer

previously learned knowledge and skills used relatively soon on highly similar task

low-road transfer

previously learned skill automatically applied to similar current task

effective

studying worked examples is a/an _____ solution strategy in/effective

ill-structured problems

vaguely stated, unclear solution procedures; vague evaluation standards