Ms. Rushing, a middle school science teacher, wants her students to develop a good understanding of principles related to the concepts of force and velocity. Three of the following strategies should help her students construct such an understanding. Which strategy would educational psychologists be least likely to advocate for promoting effective knowledge construction related to force and
velocity?
A) Have students experiment with objects to observe the effects that force has on velocity.
B) Perform classroom demonstrations that illustrate the concepts of force and velocity, and have students discuss alternative interpretations of the phenomena they observe.
C) Have students apply principles of force and velocity to a task in which they must move a heavy object across the room.
D) Make sure that students can recite definitions of both force and velocity and can repeat basic principles regarding how the two are interrelated.
D
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Why does it matter if developmental theories all come from the same cultural context?
A. People from cultures that differ from the one the theory came from might not be able to understand the theory. B. Culture plays a key role in development and thus might produce different developmental processes depending on one's experiences. C. It doesn't matter; culture does not influence development. D. It doesn't matter; all developmental patterns are universal and thus are experienced by everyone in the same way.
Bayside High School requires freshmen to take an English composition course. However, school faculty members agree that a few students are sufficiently skilled in writing that they really don't need to take the course—that the students would essentially be studying things they already know. At a weekly faculty meeting, one teacher suggests that the school use the results of the standardized
language arts achievement test given to all eighth graders to determine which students should be exempted from the freshmen composition course the following year. The faculty agree that any ninth grader who earns a score at the 80th percentile or higher on the eighth-grade test does not have to take the course. Which one of the following mistakes have the teachers definitely made here? a. Language arts achievement tests have no predictive validity for performance in writing a year later. b. The test's construct validity is the validity of most concern here, but it has not been determined. c. The teachers have no clear rationale for choosing their cutoff score. d. Standardized achievement tests in language arts have notoriously poor reliability.
The common bond within a group of people, based on their race, religion, customs, and cultures is
a. race. b. socioeconomic status. c. ethnicity. d. social class.
“Green” Playscapes contain
a. Neither statement is correct. b. a variety of plants, pathways, open areas, sand, water, and structures that promote dramatic and cooperative play. c. promote creative, cooperative, and imaginative play. d. Both statements are correct.