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.
Question 2
When beginning a unit on the digestive system with his fourth graders, Mr. Macum asks his students, What happens when you chew your food? Your teeth are working hard, to be sure. But what else does your mouth do when it has food in it?
Mr. Macum is using a strategy known as
a. Prior knowledge activation
b. The keyword method
c. Verbal mediation
d. A script
Nursing school
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School age (late childhood): 6–12 years, or to puberty.
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