A comparison of the use of ill-defined problems and well-defined problems shows that ________.
a. well-defined problems are more desirable than ill-defined problems in promoting students’ critical thinking
b. ill-defined problems should be avoided during instruction
c. ill-defined problems are more effective than well-defined problems in promoting students’ critical thinking
d. well-defined problems should be avoided during instruction
c. ill-defined problems are more effective than well-defined problems in promoting students’ critical thinking
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Which of the following describes the purpose of a thick description in qualitative research?
a. To outline the theoretical framework for a research study b. To give the reader a clear picture of the cultural and everyday context where the research took place c. To provide detail on the research methodology d. To describe the findings
Teacher education major Derek Akinruntan takes a course on assistive technologies as part of his teacher training. What will be the focus of Akinruntan's course?
a. devices and services that help students who have English as a second language b. programs to help children from all parts of the world gain access to educational technologies c. uses for Web 2.0 services in the enhancement of learning and education d. devices and services that help digital natives increase their technological fluency e. devices and services that increase the capabilities of people with disabilities
The recommended caseload for teachers providing services to students with visual impairments is an 8:1 student-teacher ratio; however, the average caseload is actually:
A. 22. B. 12. C. 32. D. 42.
Which statement is not true regarding the role of the co-curriculum and knowing?
a. Participation in clubs and organizations should be properly viewed as a last measure for promoting higher levels of knowing when courses or better opportunities are not available. b. Student leadership positions offer opportunities for encountering situations similar to the post-college experiences of Baxter Magolda's participants. c. Involvement in campus organizations can help develop life/learning strategies of the "covert curriculum.". d. Co-curricular activities are not only for fun, they are opportunities to learn collaboration. e. All of the above