Question 1

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

Accepted Answer

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.

Question 2

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

Accepted Answer

A)   Using a map to find a "secret treasure" in a local park helps students acquire new map-reading skills.
B)   Reading two different descriptions of a single historical event helps students understand that historical writing is often biased in accordance with an author's political views.
C)   Solving a variety of mathematical word problems helps students practice the basic addition and subtraction facts they've previously learned.
D)   Following a teacher's instructions in a chemistry lab gives students first-hand experience with some of the chemical reactions they've been studying in class. A

Question 3

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?

Accepted Answer

A)   Stages of problem solving
B)   Trial-and-error
C)   The Gestalt notion of insight
D)   Response hierarchy D

Question 4

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?

Accepted Answer

A)   Stages of problem solving
B)   Trial-and-error
C)   The Gestalt notion of insight
D)   Response hierarchy

Question 5

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

Accepted Answer

A)   Molly is using a spelling program that audibly presents her with words to spell using her keyboard. If she misspells a word, the program gives her personalized guidance to teach her to correctly spell the word.
B)   Jake is using a program that advertises itself as helping children become more intelligent. It gives him many different problems to solve in a specific amount of time.
C)   Nancy is using a program to learn how to tutor young children. She is instructed to read various passages and answer corresponding questions.
D)   Chris is using a program to learn how to type. It provides no feedback for incorrect responses.

Question 6

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

Accepted Answer

A)   The ability to take good notes on a lecture
B)   The ability to remember complex ideas
C)   The ability to memorize a poem
D)   The ability to solve challenging problems

Question 7

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

Accepted Answer

A)   pay considerable attention to details
B)   know the subject matter very well
C)   have had extensive training in logical thinking
D)   have already acquired problem-solving expertise in a very different subject area

Question 8

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

Accepted Answer

A)   Ms. Amayo presents an example of a computer program that alphabetizes a list of names. She then has students do something similar-write a program that puts items in numerical order.
B)   When students struggle with arithmetic word problems, Ms. Blake gives them subtle hints about how to proceed.
C)   Mr. Charlesworth gives easy, straight-forward problems at first, then gradually progresses to more difficult ones.
D)   Mr. Darlington makes sure that all students know physics concepts well before he asks them to solve problems.

Question 9

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?

Accepted Answer

A)   Stages of problem solving
B)   Trial-and-error
C)   The Gestalt notion of insight
D)   Response hierarchy

Question 10

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?

Accepted Answer

A)   Drawing an analogy
B)   Availability
C)   Working backward
D)   Combining algorithms

Question 11

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

Accepted Answer

A)   When Allan discovers that his homework assignment in social studies involves an especially ill-defined and difficult problem, he realizes that he will have to devote a considerable amount of time to the assignment.
B)   Brendan is replacing an old, single-paned window in his home with a new, double-paned window unit. Before he begins to work, he thinks about the steps he will need to take and jots down the tools and materials he will need to purchase.
C)   Clyde is working on a series of word problems after a unit on multiplication of two-digit numbers. To complete the task as quickly as possible, he simply multiplies the two numbers he sees in each problem; he doesn't bother to read the problems themselves.
D)   When Duncan's chemistry teacher assigns a challenging problem that she wants her students to address in chemistry lab, Duncan feels confident that he has both the knowledge and skills to solve the problem successfully if he works slowly and carefully.

Question 12

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

Accepted Answer

The answer of Distinguish between positive and negative transfer, and...

Question 13

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.

Accepted Answer

The answer of Describe five different things that teachers can...

Question 14

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.

Accepted Answer

The answer of Imagine that you are teaching a course...

Question 15

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?

Accepted Answer

A)   Ms. Axelrod wants her students to have an in-depth understanding of classroom subject matter.
B)   Ms. Blakely explains to her students that algorithms are almost always better than heuristics for solving problems.
C)   Ms. Corning often assigns a series of word problems that differ in terms of the specific mathematical operations
D)   After her students read a chapter about the attack on Pearl Harbor during World War II, Ms. Darwin asks them to identify potential problems that the attack created for the United States government.
E)  g., addition, subtraction)  needed for problem solution.

Question 16

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:

Accepted Answer

A)   General transfer
B)   Intuitive transfer
C)   Negative transfer
D)   Specific transfer

Question 17

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?

Accepted Answer

A)   Help students understand the logic behind mathematical procedures.
B)   Make sure that students master each topic before moving to the next one.
C)   Have students practice basic arithmetic operations on just one or two vivid examples.
D)   Teach students general principles more than specific facts.

Question 18

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

Accepted Answer

A)   Teacher and students regularly look for ways to apply what they're studying.
B)   Students from diverse backgrounds meet in small groups to brainstorm potential solutions to social problems.
C)   The teacher encourages students to share their study strategies with one another.
D)   Classroom topics are never labeled as "belonging" to a particular academic discipline
E)  g., as being a "mathematical" procedure or a part of "history") .

Question 19

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

Accepted Answer

A)   Students in Mr. Allen's geography class are studying several countries this week, memorizing the locations of their rivers and major cities.
B)   Students in Ms. Elbert's music class are practicing major chords in different keys this semester, practicing each one in a variety of songs.
C)   Students in Mr. Ivy's science class are studying the characteristics of mammals and reptiles this week.
D)   Students in Ms. Martin's social studies class are studying major events in the history of Mexico this month, beginning with the Aztec empire and continuing until the present time.

Question 20

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

Accepted Answer

A)   Teach critical thinking skills within the context of several different subject-area courses.
B)   Have students relate new information to things they already know about the world.
C)   Have students debate a controversial issue by taking a perspective in direct opposition to what they actually believe.
D)   Ask students to read a persuasive essay and look for possible flaws in the author's line of reasoning.

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