Exam 13: Transfer, Problem Solving, and Critical Thinking Exam 13 Transfer, Problem Solving, and Critical Thinking Multiple Choice Questions

Choose a particular content domain e.g., math, science, history, English literature) and give two examples that critical thinking in that domain might entail. Your examples should reflect two of the following forms of critical thinking: -Verbal reasoning -Argument analysis -Probabilistic reasoning -Hypothesis testing

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Question 1

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In the domain of science, critical thinking might entail the following examples:

1. Argument analysis: When evaluating a scientific study or theory, critical thinking in science involves analyzing the arguments presented and assessing the validity of the evidence and reasoning. For example, when examining a study on the effects of a new drug, critical thinkers would carefully evaluate the methodology, sample size, and potential biases to determine the strength of the argument.

2. Hypothesis testing: Critical thinking in science also involves testing hypotheses and making evidence-based conclusions. For instance, when conducting an experiment to test the effects of different variables on plant growth, critical thinkers would formulate a hypothesis, design a controlled experiment, collect and analyze data, and draw conclusions based on the evidence gathered. This process requires careful consideration of potential confounding variables and the reliability of the results.

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

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Question 2

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Will is trying to repair a leaky faucet. He first uses the method he used on the last three leaky faucets he repaired, but this approach doesn't work. Then he tries a technique he used several years ago, but this doesn't work either. Finally he remembers a method his mother taught him long ago, and this one stops the leak. Will's approach to the problem can probably best be understood from which of the following perspectives of problem solving?

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Question 3

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Martha is trying to decide what to give to her best friend Rose as a birthday present. She begins by looking closely at how Rose spends her time. She also browses in a number of different department stores to identify numerous things within her price range. Then she lets the problem "incubate" in her head for a few days while she engages in other activities. Eventually she chooses what she thinks will be the best gift for Rose. Martha's approach to the problem can probably best be understood from which of the following perspectives of problem solving?

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Question 4

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

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Question 5

Considering contemporary theorists' views on general transfer, which one of the following skills is most likely to transfer across very different situations?

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Question 6

Research indicates that people are more likely to be successful problem solvers in a given subject area when they:

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Question 7

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

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Question 8

Peg is trying to change a light bulb in a ceiling light, but she cannot reach the light even when she stands on a chair. She looks around the room, puzzled, and then suddenly realizes that she can reach the light by piling two telephone books on the chair and standing on them. Peg's approach to the problem can probably best be understood from which one of the following perspectives of problem solving?

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Question 9

Sarah needs to solve this word problem: A sweater in a store is originally priced at $40, but the price tag is marked "One-half off." The sweater is placed on a rack marked "Five dollars off the sale price." How much does the sweater cost now? Sarah knows how to find one-half of a number; she also knows how to subtract one number from another. She uses both of these operations to arrive at the correct answer of $15. Which one of the following best describes Sarah's approach to problem solving?

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Question 10

Three of the following examples reflect the use of metacognition in problem solving. Which one shows little or no metacognition?

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Question 11

Distinguish between positive and negative transfer, and give a concrete example of each to illustrate the distinction.

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Question 12

Describe five different things that teachers can do to facilitate students' transfer of what is learned in the classroom to real-world situations and problems.

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Question 13

Imagine that you are teaching a course in human learning to future teachers. You want students to transfer what they learn in their class to their own teaching practice. Describe three strategies you might use to help students transfer what they learn in your class.

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Question 14

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?

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Question 15

Weston is working on a science project and wants to make his papier-mâché volcano "erupt." He remembers that when his mother combined vinegar and baking soda while following a recipe, the batter foamed up as she added the vinegar. So he tries mixing vinegar and baking soda in his volcano, and the mixture bubbles. Weston is showing:

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Question 16

Ms. Kaehler is hoping that the students in her mathematics class will transfer the things they learn in class to real-world situations. Which one of the following things should she not do?

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Question 17

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

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Question 18

Considering factors that affect transfer, identify the group of students most likely to transfer what they are learning.

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Question 19

Three of the following teaching strategies should promote critical thinking. Which strategy, although beneficial in other ways, will not necessarily promote critical thinking skills?

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Question 20

Showing 1 - 20 of 72

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

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

Considering contemporary theorists' views on general transfer, which one of the following skills is most likely to transfer across very different situations?

Research indicates that people are more likely to be successful problem solvers in a given subject area when they:

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 examples reflect the use of metacognition in problem solving. Which one shows little or no metacognition?

Distinguish between positive and negative transfer, and give a concrete example of each to illustrate the distinction.

Describe five different things that teachers can do to facilitate students' transfer of what is learned in the classroom to real-world situations and problems.

Imagine that you are teaching a course in human learning to future teachers. You want students to transfer what they learn in their class to their own teaching practice. Describe three strategies you might use to help students transfer what they learn in your class.

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?

Ms. Kaehler is hoping that the students in her mathematics class will transfer the things they learn in class to real-world situations. Which one of the following things should she not do?

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

Considering factors that affect transfer, identify the group of students most likely to transfer what they are learning.

Three of the following teaching strategies should promote critical thinking. Which strategy, although beneficial in other ways, will not necessarily promote critical thinking skills?

Perspectives on Learning

Learning and the Brain

Behaviorist Principles and Theories

Applications of Behaviorist Principles

Social Cognitive Theory

Introduction to Cognitivism

Basic Components of Memory

Long-Term Memory Storage and Retrieval Processes

The Nature of Knowledge

Cognitive Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Motivation and Affect

Cognitive Factors in Motivation

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