Which of the following is a characteristic of problem-based learning?
a. Lessons begin with an ambiguous problem, and the learning activity focuses on defining the problem.
b. Learners are allowed free reign, so they develop both content knowledge and effective strategic problem solving without your outside influence.
c. A concluding lecture is used to tie together the work done by the students.
d. The teacher guides student's efforts with questioning and other forms of scaffolding as they work toward solving a problem that is the focus of the learning activity.
Question 2
Jennifer Clower wants her students to understand that when we exert a force on an object, it accelerates. She explains acceleration, such as objects' speeding up as they fall to the earth, but she is uneasy about the extent to which the students understand the concept acceleration. So, she demonstrates force and acceleration by pulling a small cart across the front of the classroom using a spring scale that exerts a constant force. She also holds a tennis ball above her head and drops it and then shows a computer simulation that illustrates the acceleration of the dropped ball in slow motion. Jennifer explains that as the distances between the images of the ball get greater and greater, the ball is accelerating.
Assess Jennifer's lesson using the suggestions for classroom practice based on social influences on learning and the process of knowledge construction as the basis for your assessment.
What will be an ideal response?
Relationships and dates divergence of living primate group based on molecular and DNA comparisons.
The gaping hole in the destroyer USS Cole, in the port of Aden, Yemen, was the work of suicide bombe
Cards Used in a Formal Test of Problem Solving
Cards Used in a Socially Situated Version of the Problem-Solving Test
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The identification of clades based on morphological characters