1. The “teachable moment” occurs when children are in a state of
a.
equilibrium.
b.
disequilibrium.
c.
accommodation.
d.
assimilation.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.02.02 – Explain how science concepts are developed and learned.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
2. Which of the following is not a learning cycle stage?
a.
Exploration
b.
Concept building
c.
Concept application
d.
Observation
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.02.02 – Explain how science concepts are developed and learned.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
3. The children in Mrs. Red Fox’s class expect a glass of water to overflow when an ice cube melts and are surprised
when the water level does not change. Which term explains what they have experienced?
a.
A discrepant event
b.
Problem solving
c.
A learning cycle
d.
Misconception
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.02.02 – Explain how science concepts are developed and learned.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
4. Awareness can be enhanced by using visual depictions and
a.
b.
c.
d.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.02.02 – Explain how science concepts are developed and learned.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
5. Visual depictions, observation, drawing, and discussion are
a.
stages of the learning cycle.
b.
ways to enhance awareness of concepts that are too abstract for children to fully understand.
c.
parts of the process of self-regulation.
d.
none of these answers.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.02.02 – Explain how science concepts are developed and learned.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
6. Hands-on experiences with materials are essential for learning.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
7. Self-regulation is the process of becoming a disciplined scientist.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC.01b – Use developmental knowledge to create healthy learning
environments for young children.
KEYWORDS:
Bloom’s Taxonomy: Understanding
8. Children need time to manipulate and explore materials.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
9. Discrepant events put children into disequilibrium and prepare them for learning.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
10. The learning cycle combines aspects of naturalistic, informal, and structured activity methods into a way of presenting
a lesson.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
11. Learning begins with the phase of concept introduction.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
12. Sometimes, a lesson should be taught without a formal investigation using the learning cycle, but simply through
exploration and observation.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
Match each item with the correct statement below.
a.
self-regulation
d.
equilibrium
b.
discrepant event
e.
accommodation
c.
cognitive structure
13. A state in which children have enough information to satisfy their curiosity and to create a new cognitive structure that
explains most or all of the facts
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
14. Modifying a scheme or making a new one
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
15. Puts children into disequilibrium and prepares them for learning
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
16. A grouping of closely related facts and phenomena related to a concept
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
17. The active mental process of forming concepts.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
18. Children need time to manipulate and ____________________ materials.
ANSWER:
explore
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
19. Children need to manipulate materials to develop ____________________.
ANSWER:
concepts
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
20. During the ____________________ phase of the learning cycle, children’s prior knowledge can be assessed.
ANSWER:
exploration
LEARNING OBJECTIVES:
MS.CHAR.08.02.01 – Describe the importance of the science framework and standards, the
relationship of science and literacy, science as inquiry and as engineering design, and the
content areas of science.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding