Deck 10: Constructivist Learning Theory, Problem Solving, and Transfer

Question 1

The task of building a house for a family of four can best be described as a(n)

A) issue.
B) well-structured problem.
C) near transfer problem.
D) ill-structured problem.

Answer 1

well-structured problem.

Question 2

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

A) problem generating.
B) problem finding.
C) problem framing.
D) problem representation.

Answer 2

problem finding.

Question 3

Having students study worked examples in order to learn how to solve problems

A) may be of benefit, but typically students are already aware of obvious solution strategies before they study these examples.
B) is actually detrimental to learning because it tricks students into thinking that they understand a particular problem when they really don't.
C) is probably a waste of time in the long run because it discourages independent inquiry and problem finding.
D) may be an effective strategy because it helps students form general problem-solving schemata.

Answer 3

may be an effective strategy because it helps students form general problem-solving schemata.

Question 4

The task of solving an algebra problem can be best described as a(n)

A) issue.
B) ill-structured problem.
C) well-structured problem.
D) unstructured problem.

Question 5

Problem framing refers to the

A) formulation of a solution.
B) recognition of a problem.
C) representation of the problem.
D) organization of relevant information.

Question 6

Which of the following best reflects the focus of critical constructivism?

A) When the teacher has to criticize a student's work, the emphasis is on giving constructive criticism.
B) 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.
C) 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.
D) A teacher strives to minimize his or her expectations about what students can accomplish based on their racial, ethnic, or SES background.

Question 7

According to Bruner, discovery learning helps students become more independent problem solvers because they

A) obtain reinforcement for remembering factual information.
B) relate ideas to each other and to their existing knowledge.
C) designate cues for the storage and retrieval of information learned.
D) learn to solve problems by observing the behavior of attractive models.

Question 8

One assumption of constructivism is that meaningful learning is the result of

A) teachers using their extensive knowledge and experience to construct general frameworks that help students make sense of new information.
B) a careful analysis and logical sequencing of the subject matter by the teacher.
C) extensive drill and practice.
D) individuals using their knowledge and experience to create a personal view of the world.

Question 9

A teacher who believes that the social and cultural environments of some students make it more difficult for them to actively construct meaningful new ideas, but who refuses to adopt simpler materials or methods to teach these students, reflects which of the following theoretical frameworks?

A) Cognitive constructivism.
B) Critical constructivism.
C) Direct instruction.
D) Information processing.

Question 10

When Chelsea was in second grade she learned that broccoli and spinach are both green because they are plants and that plants are green because they contain chlorophyll. She did not think that her green ball contained chlorophyll because she knew it was not a plant. This is an example of meaningful learning according to which of the following theories of learning?

A) identical elements
B) social constructivism
C) doctrine of formal discipline
D) cognitive constructivism

Question 11

Which of the following instructional activities is consistent with the constructivist view of meaningful learning?

A) Third-grade students make their own flash cards to practice multiplication at home.
B) Students attend an art fair and are required to write about their interpretations of the meaning of particular works.
C) Kindergartners color letters in their workbooks to learn about colors and letter shapes.
D) Students are taught how to use self-questioning as a learning tactic.

Question 12

An approach to learning that is based on a student's ability to effectively assimilate information into existing schemes and to develop new schemes and operations in response to novel or discrepant ideas is called

A) operant conditioning.
B) cognitive constructivism.
C) social learning theory.
D) social constructivism.

Question 13

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

A) cooperative learning.
B) social learning.
C) operant conditioning.
D) discovery learning.

Question 14

Effective problem framing

A) involves being able to recognize that a problem exists and needs to be solved.
B) determines how effectively we can access previously learned information in our working memories.
C) is influenced by one's prior knowledge and the ability to recognize underlying principles.
D) is best facilitated when one focuses on the surface features of a problem.

Question 15

All but which one of the following applies to the concept of inert knowledge?

A) The inability to transfer a concept from one situation to another.
B) Relating new material to something learned previously.
C) Learning isolated facts under limited conditions.
D) The inability to recognize the need to apply a particular concept to a novel context.

Question 16

Determining how best to improve the quality of public education in the next five years is best described as a(n)

A) unstructured problem.
B) well-structured problem.
C) issue.
D) ill-structured problem.

Question 17

Which of the following situations reflects inert learning or knowledge?

A) A 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.
B) A student considers the similarities and differences between several concepts before choosing her response on a multiple-choice test.
C) A student tries to grasp the relationship between climate and geography.
D) A student learns to discriminate between two learning theories by remembering examples of each one.

Question 18

An issue is a(n)

A) ill-structured problem that arouses strong emotions.
B) ill-structured problem that has a set solution.
C) well-structured problem that arouses strong emotions.
D) ill-structured problem for which a course of action is clear.

Question 19

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

A) scaffolding.
B) negotiated meaning.
C) situated learning.
D) multiple perspectives.

Question 20

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

A) ill-structured problem.
B) unstructured problem.
C) well-structured problem.
D) issue.

Question 21

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

A) solving an analogous problem.
B) working on a similar problem
C) breaking the problem into parts.
D) creating an external representation of the problem.

Question 22

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?

A) Solving an analogous problem.
B) Backward fading.
C) Breaking the problem into parts.
D) Working on a simpler version of the problem first.

Question 23

Which of the following would be a good problem-solving technique for writing a comprehensive term paper?

A) Work backward.
B) Write a shorter, simpler version of the term paper first.
C) Break the task into manageable parts.
D) Write an analogous term paper first.

Question 24

An important prerequisite to teaching students how to represent or frame problems is that the students must

A) develop a problem-finding attitude.
B) have a good grasp of the concepts that express the problem.
C) know how to gather critical information.
D) have good memorization skills.

Question 25

You discover that working on a typewriter makes it easier for you to do word processing on a computer. This would best be termed _______________ transfer.

A) identical
B) zero
C) positive
D) negative

Question 26

An individual who does not fully understand the concepts that make up a problem statement will probably have difficulty first with the _______________aspect of problem solving.

A) problem finding
B) problem representation
C) information gathering
D) evaluation

Question 27

Both Jean and Sandra are A students at a university, and both major in general studies. Jean takes an introduction to physics course after having completed a chemistry course the previous semester. Sandra takes the same physics course without having previously taken any other college-level science course. Sandra has a much more difficult time learning the material than Jean does. Jean's learning was probably facilitated by

A) zero transfer.
B) negative transfer.
C) general transfer.
D) specific transfer.

Question 28

Estimating or checking your answer to a problem is most likely to occur with a problem that is

A) ill structured.
B) well structured.
C) well represented.
D) unstructured.

Question 29

As a problem-solving tactic, what might one suggest to an engineer who is designing a bridge of a type never built before?

A) Design and build the bridge more slowly than is normally done, so as to have the time to solve problems as they arise.
B) Create a computer-generated model, to learn what problems may exist, before attempting the real thing.
C) Create a team of engineers and assign each a part of the problem.
D) Visualize the completed bridge in your mind.

Question 30

Estimating or checking your solution to a problem is most likely to be uncomplicated for a(n) _______________ problem.

A) well-structured
B) issue-oriented
C) ill-structured
D) unstructured

Question 31

You find that knowing Spanish complicates your efforts to learn Italian. This would be termed _______________ transfer.

A) near
B) zero
C) positive
D) negative

Question 32

To help her students improve their ability to solve multiple-step problems, Ms. Pohlmann uses the following procedure: First she shows them an example with all three of the steps worked out. Then she shows them a similar example that has only the first two steps worked out and requires them to complete the last step themselves. Then she gives them another similar example that has only the first step completed and requires them to work out the last two steps themselves. Finally, she gives them a fourth problem for which they have to work out all three steps. This procedure is called

A) breaking the problem into parts.
B) backward fading.
C) solving an analogous problem.
D) working on a simpler version of the problem first.

Question 33

Which of the following would be considered a good tactic for writing an end-of-the-term report for your job?

A) Write an analogous report first.
B) Work backward at this task.
C) Break the task up into its component parts.
D) Write a shorter version of the report first.

Question 34

Creating an external representation of a problem, such as a picture, equation, or graph, is doubly useful since it aids in _______________ as well as in problem solving.

A) anxiety control
B) motivation
C) problem framing
D) problem evaluation

Question 35

An apprentice dressmaker sees a new dress that is not like any she has made before. She would like to duplicate the dress, but she doesn't have a pattern for it. What do the authors suggest is the most efficient way to solve this problem?

A) Trial and error
B) Work backward
C) Solve an analogous problem
D) Work on a simpler version of the problem

Question 36

You discover that learning to drive a stick shift car helps you learn to drive a truck later in life. This would be best termed _______________ transfer.

A) positive
B) negative
C) zero
D) identical

Question 37

You are an accomplished violinist but have always dreamed of playing the guitar in a rock band. Unfortunately, you are having a hard time keeping your violin finger positions separate from your guitar finger positions. This characterizes what type of transfer?

A) positive
B) negative
C) general
D) high road

Question 38

A student is taught how to create concept maps for the chapters of his history textbook. A few days later and without prompting, he creates concept maps for the content of his social studies textbook. This type of behavior is an example of

A) near transfer.
B) far transfer.
C) general transfer.
D) high-road transfer.

Question 39

Quite often, children who grow up on farms and learn to drive tractors have an easier time later learning to drive cars than do children who had no such previous experience. This phenomenon is referred to as

A) general transfer.
B) specific transfer.
C) far transfer.
D) high-road transfer.

Question 40

According to Thorndike and Woodworth's view of transfer, if you were to teach first uppercase, and then lowercase, printed letters, which of the following letters would tend to promote the most transfer?

A) S
B) G
C) R
D) B

Question 41

State the characteristics of an ill-structured problem.

Question 42

Explain the basic principle and goal of the critical constructivist approach to learning.

Question 43

State the characteristics of a well-structured problem.

Question 44

According to the social constructivist approach, how does meaningful learning occur?

Question 45

A child learns to ride a bike. Having learned to ride a bike, he finds he is able to ride a scooter with no trouble at all, whereas before he learned to ride a bike, he couldn't ride a scooter. This is an example of

A) high-road transfer.
B) low-road transfer.
C) general transfer.
D) identical elements.

Question 46

The modern jigsaw (a straight saw blade that rapidly moves up and down as the operator guides it along an intended cutting path) was created by a sewing machine repairman who modeled the action of the blade after the up-and-down action of a sewing machine needle. This is an example of

A) near transfer.
B) far transfer.
C) specific transfer.
D) low-road transfer.

Question 47

According to the cognitive constructivist approach, how does meaningful learning occur?

Question 48

Describe the constructivist view of meaningful learning.

Question 49

Explain Jerome Bruner's theory relating to the improvement of school learning.

Question 50

If you, as a teacher, would like your students to learn the skill of cognitive transfer, you should do all but which one of the following?

A) Provide students with multiple opportunities to interrelate concepts.
B) Give students problems to solve that are similar to those on which they will be tested.
C) As you teach, provide students with retrieval cues to recall pertinent information from long-term memory.
D) Give students problems to solve that are different in one or more respects from those on which they will be tested.

Question 51

Describe problem finding and name the preconditions upon which it depends.

Question 52

Which of the following is required for high-road transfer?

A) Formation of a rule, schema, or analogy.
B) Formation of an algorithm.
C) Extensive practice of specific subskills.
D) The opportunity to practice on the same problem on which one will be tested.

Question 53

Explain the role that discussion and debate play in the constructivist view of learning.

Question 54

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

A) promoting cognitive transfer.
B) helping students learn how to identify problems.
C) helping students learn how to frame problems.
D) promoting a cognitive apprenticeship.

Question 55

Which one of the following is not required for high-road transfer?

A) Formulation of an abstraction that allows connection between two tasks.
B) A conscious, controlled consideration of a task and a related task.
C) The formation of a rule, schema, or analogy.
D) The automatic application of a skill from a previously learned task to a new task.

Question 56

A child spends a great deal of time at the local roller rink and becomes proficient at roller-skating. One winter the child puts on a pair of ice skates, finds a frozen pond, and never having ice-skated before, proceeds to ice-skate with seemingly little effort. This is an example of

A) high-road transfer.
B) general transfer.
C) low-road transfer.
D) positive transfer.

Question 57

Describe the role of prior knowledge in constructivist learning theory.

Question 58

The constructivist principle that underlies many of the computer-based technology tools promotes

A) students as authors of knowledge.
B) individualized learning.
C) programmed instruction.
D) students as consumers of knowledge.

Question 59

Technology applications that lend themselves to knowledge construction, exploration, and learning by doing are consistent with a(n) _______________ approach to learning.

A) operant conditioning
B) social learning theory
C) constructivist
D) information processing

Question 60

Explain scaffolding.

Question 61

A recommended problem-solving tactic is to create an external representation of the problem. Describe or illustrate what is meant by an external representation.

Question 62

Describe specific transfer and provide an example of it.

Question 63

Explain why comprehension of the relevant subject matter is important in the problem-solving process.

Question 64

State a useful strategy for solving a problem when the goal is clear but you have no idea of where to start.

Question 65

Describe an evaluation strategy for the solutions to well-structured problems.

Question 66

Explain the theory of identical elements, as described by Edward Thorndike and Robert Woodworth.

Question 67

Explain why a constructivist-oriented teacher would use a virtual environment such as Quest Atlantis to promote the goals of the constructivist approach to learning.

Question 68

What is backward fading and why would a teacher us it?

Question 69

How could first solving a similar problem help one solve a subsequent target problem?

Question 70

Describe how to solve complex problems and discuss the two benefits associated with this process.

Question 71

Define positive transfer and provide an example of it.

Question 72

Describe low-road transfer and provide an example of it.

Question 73

Define negative transfer and provide an example of it.

Question 74

Describe five practices that enhance both low-road and high-road transfer.

Question 75

Describe general transfer and provide an example of it.

Question 76

Describe problem framing.

Question 77

Describe the concept of inert knowledge.

Question 78

Define and give an illustration of near transfer.

Question 79

Define and give an illustration of far transfer.

Question 80

Describe high-road transfer and provide an example of it.