Deck 2: Teachers and Students As Science Learners

Question 1

The educator and philosopher ____________   ___________ believed that concrete experiences generated the thinking process.​

Answer 1

John Dewey

Question 2

Water striders are adapted to hunt their prey on the water's surfaces due to the structure of their __________.​

Answer 2

feet

Question 3

Students can demonstrate understanding of a science concept by applying:​

A) ​it to a new idea.
B) ​comparing it to a different idea.
C) ​comparing it to a related concept.
D) ​all of the above.

Answer 3

D

Question 4

The method by which heat energy travels in liquids and gases is called _______________.​

Question 5

Because students bring their life experiences into the classroom, it is important to access their _______________    _______________ before starting the lesson.​

Question 6

A graphic representation of students' thinking processes is called a ____________   ___________.​

Question 7

A concept map can build on student's experience, thus helping to understand the ________ between concepts:​

A) ​answer
B) ​relationship
C) ​research
D) ​data

Question 8

Students make an attempt to solve a problem and sometimes come up with flawed or incorrect responses. These are called _______________.​

Question 9

When a teacher engages in discussions to help students develop the concept that relates to the science experience, we say the teacher is acting like a _______________.​

Question 10

Helping students to learn science means guiding them to develop their own _____________.​

Question 11

In science learning groups, a student who makes sure her or his team understands the investigation is sometimes called the _____________.​

Question 12

Students' beliefs based on their own understanding of a concept at a particular level of cognitive development is referred to as their:​

A) ​alternative conception.
B) ​personal theory.
C) ​freedom to explore.
D) ​teacher facilitation.

Question 13

Ideas that are not scientifically accurate but represent a step toward fuller understanding of a concept are called _________________   ________________.​

Question 14

A reason that the number of washers that students can place in a cup of water before it overflowed varied from group to group was due to:​

A) ​a variable.
B) ​constants.
C) ​tension.
D) ​mistakes.

Question 15

​In Ms. Hudson's class, the bottle and balloon setup is a closed system because the balloon on the bottle fills with air from ____________ the bottle.

Question 16

Teachers support student understanding by providing temporary intellectual platforms that help guide them to complete understanding. This process is called ________________.​

Question 17

In a science experiment, the elements that are kept the same are called _______________, and the elements that are subject to change are called ___________________.​

Question 18

The concept that real learning only takes place when it occurs in a real-world context is called ____________________   ___________________.​

Question 19

The reason the water domed was due to:​

A) ​the amount of water.
B) ​the mass of the water.
C) ​the surface tension of the water.
D) ​the density of the water.

Question 20

Some insects appear to "walk" on water due to their anatomy and a property of water called ______________   ___________.​

Question 21

Describe three ways to show student's that you value their thinking.

Question 22

Create a concept map that represents the teaching ideas in this chapter.

Question 23

Think about one of the examples of the teacher as mediator. How did this compare to most of your science instruction as a student?

Question 24

How does Shondra's question begin a classroom science unit?

Question 25

Valuing the students' ideas is a way of communicating to them that their thinking is:​

A) ​important to the class community.
B) ​helps them see themselves as knowers.
C) ​creates a sense of trust.
D) ​all of the above.

Question 26

A teaching role in which the teacher helps students to learn by reflecting their own ideas back to them in sorting out the inconsistencies is called:​

A) ​director.
B) ​mediator.
C) ​assessor.
D) ​instructor.

Question 27

When students reveal alternative conceptions, teachers should:​

A) ​tell the students the correct answer.
B) ​evaluate their ideas.
C) ​continue on with the lesson plan.
D) ​teach using direct instruction.

Question 28

Prior knowledge helped Ms. Hudson understand:​

A) ​what the students already knew about steam.
B) ​alternative conceptions about steam.
C) ​characteristics of steam.
D) ​all of the above.

Question 29

Create an activity that could access student's prior knowledge on density.

Question 30

When teachers facilitate student understanding, they help students by:​

A) ​explaining.
B) ​evaluating.
C) ​assessing.
D) ​scaffolding.

Question 31

Ms. Hudson viewed learning as an active process of building knowledge. This is part of a family of theories called:​

A) ​positivism.
B) ​scientism.
C) ​constructivism.
D) ​behaviorism.

Question 32

Describe two ways to facilitate student learning.

Question 33

Give an example of an alternative conception that you once held about the natural world. Hint…as a child, the author believed people could get tiny to fit into airplanes.

Question 34

A way of linking and thinking about the disciplinary core ideas in science is called:​

A) ​disciplinary core ideas.
B) ​engineering practices.
C) ​science concepts.
D) ​crosscutting concepts.

Question 35

Describe two ways to help students make meaning of concepts for themselves.