As a teacher, you're aware of the possibility of interference in your students. Of the following, which teacher question is likely the most effective in helping prevent interference?
a. What is another example of our idea?
b. What would happen if we changed the first half of our problem?
c. How does this example illustrate our idea?
d. How is this different from yesterday's topic?
Question 2
Which of the following best describes the change in Justin's thinking from a cognitive constructivist perspective?
a. Justin didn't understand the difference between the concepts force and work, and his understanding developed because he imitated Tahlia's thinking.
b. Justin's equilibrium with respect to the concepts force and work was disrupted, and heindividuallyreest ablished it by changing his thinking.
c. Justin's equilibrium with respect to the concepts force and work was disrupted, and he re-established it as a direct result of his conversation with Tahlia.
d. Justin didn't understand the difference between the concepts force and work, and his understanding evolved as a direct result of the dialogue with Tahlia.
Illusionary picture of teacher’s head exploding
Model of a longitudinal study in which 983 students were surveyed in 1984 and then again in 1985, 19
Students in class
A Scatterplot of the Test Scores and Average Grades of 10 Students
High school students shopping at the mall
Students pointing at a computer screen