Compare and contrast well-structured problems, ill-structured problems, and issues, and provide an example of each
What will be an ideal response?
Examples should be consistent with the following definitions.
a.A well-structured problem is clearly stated, the solution is known, and the evaluation standards are clear. Most problems in mathematics and the natural sciences are of this type.
b. An ill-structured problem is vaguely stated, has unclear solution strategies, and has vague evaluation standards. Most problems in the social sciences (e.g., How can we eliminate chronic unemployment? Should the federal government provide subsidies to farmers of certain crops?) are of this type.
c. An issue is an ill-structured problem that arouses strong feelings and tends to divide people into opposing camps (e.g., Do people have a constitutional right to carry concealed weapons in public?).
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The national curriculum standards
(a) have been in existence in the United States since 1960 (b) have been developed only for mathematics, science, and technology education (c) represent a mandated national curriculum defining what students should know and be able to do (d) represent the best thinking of panels of experts about the essential elements of a basic core of subject knowledge that all students should acquire
Information to be remembered for an indefinite amount of time must be placed in the:
A. Sensory register B. Long-term memory C. Strategic memory functions D. Executive control functions
The sixth-grade students in Kathy Smyth's class gathered many facts about the Vikings, but they had difficulty preparing an organized presentation. In this situation, it would be most helpful for the teacher to present a minilesson on:
a) cinquain b) readers theatre c) data charts d) miscue analysis
Which of the following is a serious threat to the internal validity of the nonequivalent-groups posttest-only design?
a) Without a pretest, it is difficult to control for selection differences. b) Treatment group results cannot be compared to control group results. c) The lack of a control group makes it difficult to draw conclusions. d) Random selection of participants to each group can result in equivalent groups.