Deck 5: Inquiry

Question 1

W Which of the following is representative of differentiated instruction?

A) Students are free to explore at will
B) The teacher provides individualized work for those students who need it.
C) Everyone does essentially the same thing.
D) The teacher prepares a different lesson plan for each student.

Answer 1

B

Question 2

W What is the difference between the guided inquiry method of science teaching and the process-oriented inquiry method of science teaching?

A) In guided inquiry students do what they want, and in process-oriented inquiry students follow the
B) teacher's detailed directions.
C) In guided inquiry students do what they want, and in process-oriented inquiry students explore the topic the teacher has chosen in their own directions.
D) In guided inquiry the focus is on exploring the concepts and principles of science, and in process-oriented inquiry, the focus is on achieving facility in the process skills.
E) In guided inquiry, students follow the teacher's detailed directions, and in process-oriented inquiry students do what they want.
F) All of the above
G) None of the above

Answer 2

D

Question 3

science teaching methodology is largely student-directed?

A) Expository
B) Guided inquiry
C) Discovery
D) Free discovery
E) All of the above
F) None of the above

Answer 3

D

Question 4

According to the professional science education organizations, what teaching methodology should prevail in a science classroom?

A) Expository
B) Guided inquiry
C) Process-oriented inquiry
D) Free discovery

Question 5

Why might a teacher decide not to use the free discovery methodology?

A) Free discovery is too much work for the teacher.
B) The school may not have enough materials and equipment for the individual investigations.
C) Behavior management is too difficult.
D) The teacher can't be sure of covering the curriculum.

Question 6

How do we know that inquiry works?

A) Research has shown that inquiry teaching produces a somewhat better level of achievement than direct instruction.
B) Research has shown that the achievement gains made as a result of inquiry teaching are longer lasting than the gains made as a result of direct instruction.
C) Research has shown that students who learn in an inquiry environment have better conceptual understandings of the material than students who learned through direct instruction.
D) Studies have shown that elementary science teachers believe students have greater
Achievement in an inquiry setting than in a direct instruction setting.
E) All of the above
F) None of the above

Question 7

What science teaching methodology is largely teacher-directed?

A) Expository
B) Guided inquiry
C) Discovery
D) Free discovery
E) All of the above
F) None of the above

Question 8

W It is not possible to write a lesson plan for a process-oriented inquiry activity because the teacher doesn't know in advance what the students will do.

Question 9

science teacher presents a lesson on ecosystems using demonstrations, a film clip from the Internet, pictures, and notes prepared using PowerPoint. The teacher is employing what primary teaching methodology?

A) Expository
B) Guided inquiry
C) Discovery
D) Free discovery
E) All of the above
F) None of the above

Question 10

Which of the following characterizes the free discovery methodology?

A) Students study topics of interest to them.
B) Once the class decides on a topic to study, all students study that topic.
C) The teacher grades a written paper from every student every day.
D) Students spend about half their time filling out worksheets about the topic they have decided to study.

Question 11

Why is it necessary to write lesson plans for each lesson to be taught?

A) So the teacher will be able to focus on the main purpose of the lesson
B) So the teacher will be able to assemble all the materials ahead of time
C) So the teacher will know the best way of introducing the lesson
D) So the teacher can anticipate some of the discussion topics students will being forth
E) All of the above
F) None of the above

Question 12

Which is a serious difficulty with expository teaching?

A) The students won't learn the material.
B) The students are not engaged in the lesson.
C) The teacher can't be sure whether the students are engaged in the lesson.
D) The students tend to fall asleep

Question 13

W What term is used to represent the guided inquiry methodology in which the focus is on problems based on the approved curriculum?

A) Problem-Based Learning
B) Problem-Based Science
C) Differentiated Instruction
D) Process-Oriented Inquiry

Question 14

Who establishes the direction in which a topic is explored in the guided inquiry methodology of science teaching?

A) The teacher
B) Individual students
C) Groups of students
D) The class
E) All of the above
F) None of the above

Question 15

Which of the following is characteristic of personalized instruction?

A) Students work within their identified learning strengths.
B) Students who get behind do special tutorials to get caught up.
C) Students who get off track take unit tests to see what they need to do next.
D) Students who don't pay attention are seated near the teacher.

Question 16

W What is the most important element of a process-oriented inquiry science lesson plan?

A) The scientific process(es) addressed
B) The process-oriented objective
C) The description of the introductory activity
D) The list of materials needed
E) All of the above
F) None of the above

Question 17

Which of the following questions lends itself best to an expository instructional approach?

A) What are the inert (noble) gases?
B) What color of light influences the growth of plants the most?
C) What living things can be found in the school's playground ecosystem?
D) What factors make a river ecosystem, healthy?
E) All of the above
F) None of the above

Question 18

What term is used to represent the guided inquiry methodology in which the focus is on finding and implementing solutions to real problems encountered in the local environment?

A) Problem-Based Learning
B) Problem-Based Science
C) Differentiated Instruction
D) Process-Oriented Inquiry

Question 19

In what science teaching methodology does the teacher select the topic, provide an initial activity, and then help individual students in their own explorations?

A) Expository
B) Guided inquiry
C) Discovery
D) Free discovery
E) All of the above
F) None of the above

Question 20

A science teacher engages the students in an exploration of chemical reactions by having the students drop small amounts of vinegar on various substances and having them record what happens using a prepared form with the names of each substance tested listed in one of the two columns. The teacher is employing what primary teaching methodology?

A) Expository
B) Guided inquiry
C) Discovery
D) Free discovery
E) All of the above
F) None of the above

Question 21

W What is the most important element of a process-oriented inquiry science lesson plan?

A) The scientific process(es) addressed
B) The process-oriented objective
C) The description of the introductory activity
D) The list of materials needed
E) All of the above
F) None of the above

Question 22

W Which of the following has a high likelihood that students will learn the material they are exploring?

A) Students examine microscope slides of pollen grains and are asked to draw what they observe.
B) The teacher shows a video about the formation, movement, and destructive results of tsunamis.
C) The class listens to an astronaut tell of his experiences in space.
D) The students watch as the teacher makes a large quantity of carbon dioxide by adding baking soda to vinegar in a large container, and then pours the invisible gas onto a lit candle.
E) All of the above
F) None of the above

Question 23

According to the text, the best way of fostering high levels of student thinking is to

A) Provide students worksheets to fill out.
B) Assign book reports.
C) Ask students to do an experiment by following the directions.
D) Ask students to explain their thinking.
E) All of the above
F) None of the above

Question 24

W Which of the following represents the highest level of Bloom's cognitive taxonomy?

A) Write definitions for plane, convex, and concave mirrors.
B) Given diagrams of three kinds of lenses, provide the name of each.
C) Predict whether a given material is transparent, translucent, or opaque.
D) Devise a demonstration to show the refraction of light when it passes from air to water.

Question 25

According to the text, the best way of fostering high levels of student thinking is to

A) Provide students worksheets to fill out.
B) Assign book reports.
C) Ask students to do an experiment by following the directions.
D) Ask students to explain their thinking.
E) All of the above
F) None of the above

Question 26

According to the text, the best way of fostering high levels of student thinking is to

A) Provide students worksheets to fill out.
B) Assign book reports.
C) Ask students to do an experiment by following the directions.
D) Ask students to explain their thinking.
E) All of the above
F) None of the above

Question 27

What is the most important element of a process-oriented inquiry science lesson plan?

A) The scientific process(es) addressed
B) The process-oriented objective
C) The description of the introductory activity
D) The list of materials needed
E) All of the above
F) None of the above

Question 28

Which of the following has a high likelihood that students will learn the material they are exploring?

A) Students take turns reading the science text out loud to the class.
B) Students answer questions on a worksheet.
C) The teacher describes the effects of acids and bases on red and blue litmus paper. The teacher passes out to each group of students two strips each of red and blue litmus paper, a small cup of dilute vinegar, and a small cup of dilute dishwashing detergent, and instructs the students to dip one strip of each color into the liquid in each cup, record the color of the litmus paper after it was dipped, and then record whether the liquid was an acid or a base.
D) The class watches a video and takes notes on the kinds of volcanoes and their methods of eruption.
E) All of the above
F) None of the above

Question 29

Which of the following has a high likelihood that students will learn the material they are exploring?

A) Students take turns reading the science text out loud to the class.
B) Students answer questions on a worksheet.
C) The teacher describes the effects of acids and bases on red and blue litmus paper. The teacher passes out to each group of students two strips each of red and blue litmus paper, a small cup of dilute vinegar, and a small cup of dilute dishwashing detergent, and instructs the students to dip one strip of each color into the liquid in each cup, record the color of the litmus paper after it was dipped, and then record whether the liquid was an acid or a base.
D) The class watches a video and takes notes on the kinds of volcanoes and their methods of eruption.
E) All of the above
F) None of the above

Question 30

W Which is an example of deductive teaching?

A) The teacher shows several specimens of sedimentary rocks and helps students form conclusions about how sedimentary rocks are formed.
B) The teacher describes the principles of balance and gives students several problems in which they must determine the weights and distances from the fulcrum needed to achieve balance.
C) The students explore several different kinds of magnets and then describe a principle of magnetism.
D) The teacher gives students drawings depicting the life stages of butterflies, moths, beetles, and other insects, and asks them to describe a principle of life cycles that is common to all the insects they observed.
E) All of the above
F) None of the above

Question 31

Which of the following has a high likelihood that students will learn the material they are exploring?

A) Students take turns reading the science text out loud to the class.
B) Students answer questions on a worksheet.
C) The teacher describes the effects of acids and bases on red and blue litmus paper. The teacher passes out to each group of students two strips each of red and blue litmus paper, a small cup of dilute vinegar, and a small cup of dilute dishwashing detergent, and instructs the students to dip one strip of each color into the liquid in each cup, record the color of the litmus paper after it was dipped, and then record whether the liquid was an acid or a base.
D) The class watches a video and takes notes on the kinds of volcanoes and their methods of eruption.
E) All of the above
F) None of the above

Question 32

W Which of the following represents the highest level of Bloom's cognitive taxonomy?

A) Write definitions for plane, convex, and concave mirrors.
B) Given diagrams of three kinds of lenses, provide the name of each.
C) Predict whether a given material is transparent, translucent, or opaque.
D) Devise a demonstration to show the refraction of light when it passes from air to water.

Question 33

W Which of the following has a high likelihood that students will learn the material they are exploring?

A) Students examine microscope slides of pollen grains and are asked to draw what they observe.
B) The teacher shows a video about the formation, movement, and destructive results of tsunamis.
C) The class listens to an astronaut tell of his experiences in space.
D) The students watch as the teacher makes a large quantity of carbon dioxide by adding baking soda to vinegar in a large container, and then pours the invisible gas onto a lit candle.
E) All of the above
F) None of the above

Question 34

W Which is an example of deductive teaching?

A) The teacher shows several specimens of sedimentary rocks and helps students form conclusions about how sedimentary rocks are formed.
B) The teacher describes the principles of balance and gives students several problems in which they must determine the weights and distances from the fulcrum needed to achieve balance.
C) The students explore several different kinds of magnets and then describe a principle of magnetism.
D) The teacher gives students drawings depicting the life stages of butterflies, moths, beetles, and other insects, and asks them to describe a principle of life cycles that is common to all the insects they observed.
E) All of the above
F) None of the above

Question 35

W Which of the following represents the highest level of Bloom's cognitive taxonomy?

A) Write definitions for plane, convex, and concave mirrors.
B) Given diagrams of three kinds of lenses, provide the name of each.
C) Predict whether a given material is transparent, translucent, or opaque.
D) Devise a demonstration to show the refraction of light when it passes from air to water.

Question 36

W Which of the following has a high likelihood that students will learn the material they are exploring?

A) Students examine microscope slides of pollen grains and are asked to draw what they observe.
B) The teacher shows a video about the formation, movement, and destructive results of tsunamis.
C) The class listens to an astronaut tell of his experiences in space.
D) The students watch as the teacher makes a large quantity of carbon dioxide by adding baking soda to vinegar in a large container, and then pours the invisible gas onto a lit candle.
E) All of the above
F) None of the above

Question 37

W Which is an example of deductive teaching?

A) The teacher shows several specimens of sedimentary rocks and helps students form conclusions about how sedimentary rocks are formed.
B) The teacher describes the principles of balance and gives students several problems in which they must determine the weights and distances from the fulcrum needed to achieve balance.
C) The students explore several different kinds of magnets and then describe a principle of magnetism.
D) The teacher gives students drawings depicting the life stages of butterflies, moths, beetles, and other insects, and asks them to describe a principle of life cycles that is common to all the insects they observed.
E) All of the above
F) None of the above