Lauralee Johnson
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Bio 400 at Azusa Pacific University

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Lauralee Johnson
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Chapter 7

Question 1 of 31

1

In Dimension 1—Scientific and Engineering Practices, asking questions for __________ and defining
problems for ____________ is the first element in the Framework for K—12 Science Standards (NRC,
2011).

Select one of the following:

  • engineering – science

  • investigation – students

  • students – investigation

  • science – engineering

  • teachers – students

Explanation

Question 2 of 31

1

One of the most important roles of the teacher in an inquiry science classroom is to:

Select one of the following:

  • ask the right questions at the right time

  • assign five warm-up review questions for students to answer at the start of class

  • promote student discourse in the classroom.

  • B & C only

  • A & C only

Explanation

Question 3 of 31

1

Teachers who teach science as inquiry ask questions to:

Select one of the following:

  • focus investigations and also shift focus from observation to explanation.

  • probe prior knowledge and stimulate reflective thinking.

  • encourage creativity and develop student understanding.

  • all of the above

  • A & B only

Explanation

Question 4 of 31

1

Which of the following statements was NOT found to be true according to researchers who conducted a series of observations of science teachers' questioning behaviors?

Select one of the following:

  • Students were largely quizzed on a series of knowledge level, vocabulary-focused questions

  • Effective questioning was relatively rare

  • Teachers’ questions emphasized knowing the right answer.

  • Most teachers’ questioning sessions monitored the leaners’ understanding of ideas and
    encouraged deep thinking.

Explanation

Question 5 of 31

1

Formative assessments that are lesson-embedded rely on the teacher’s use of:

Select one of the following:

  • diagrams and drawings.

  • well-chosen questions.

  • concept maps

  • scaffolding

  • student responses.

Explanation

Question 6 of 31

1

Which of the following is NOT a classification of questions:

Select one of the following:

  • productive or unproductive

  • person-centered or subject-centered

  • equitable or inequitable

  • internal or external

  • closed or open-ended

Explanation

Question 7 of 31

1

Which of the following statements is NOT descriptive of open-ended questions?

Select one of the following:

  • Open-ended questions have a single correct answer

  • Open-ended questions encourage verbal development

  • Open-ended questions enable multiple students to make useful contributions to a discussion

  • Open-ended questions trigger divergent thinking.

Explanation

Question 8 of 31

1

Which of the following statements is NOT descriptive of closed questions?

Select one of the following:

  • Closed questions can be answered in a number of ways.

  • A single word is seldom an adequate answer to a closed question.

  • Closed questions require a student to think convergently.

  • Closed questions help the teacher assess the students’ factual recall.

  • A & B only

Explanation

Question 9 of 31

1

“How many of you observed your mealworm last night”? is an example of which type of question?

Select one of the following:

  • subject-centered

  • person-centered

  • closed

  • open-ended

  • B & C

Explanation

Question 10 of 31

1

“What is the mineral make-up of the igneous rock granite?” is an example of which type of question”?

Select one of the following:

  • subject-centered

  • person-centered

  • open-ended

  • A & C

  • B & C

Explanation

Question 11 of 31

1

“How would you design an investigation to find out if mealworms prefer to eat potato or apple slices”? is
an example of which kind of question?

Select one of the following:

  • subject-centered

  • person-centered

  • open-ended

  • A & C

  • B & C

Explanation

Question 12 of 31

1

“What are some things you noticed about the way the moon looked in the sky last night?” is an example of:

Select one of the following:

  • a closed question

  • an open-ended question

Explanation

Question 13 of 31

1

“When the moon rises in the east at sunset, what is its phase?” is an example of:

Select one of the following:

  • a closed question

  • an open-ended question

Explanation

Question 14 of 31

1

“What are the possible explanations for the broken egg on the ground?” is an example of

Select one of the following:

  • a closed question

  • an open-ended question

Explanation

Question 15 of 31

1

Teacher: What did you do to make the bulb light?
Student: I put a wire from the battery to here, and I put a wire from the other end of the battery to the
bulb.
Teacher: One wire on the side of the bulb and one wire on the bottom with the wires touching each end
of the battery. A complete pathway or circuit is formed

What type of response did the teacher give?

Select one of the following:

  • accepting response

  • extending response

  • probing response

Explanation

Question 16 of 31

1

Teacher: Why did you need to touch the side and the bottom of the bulb to complete the pathway?
Student: Maybe it had to do with how the bulb is wired inside.
Teacher: Very good thinking.

What type of response did the teacher give?

Select one of the following:

  • accepting response

  • extending response

  • probing response

Explanation

Question 17 of 31

1

Teacher: How do you think the wires are connected on the inside of the bulb?

What type of response did the teacher give?

Select one of the following:

  • accepting response

  • extending response

  • probing response

Explanation

Question 18 of 31

1

If you want to promote fact recall you should ask:

Select one of the following:

  • closed questions.

  • open-ended questions

  • probing questions

  • easy questions

  • difficult questions

Explanation

Question 19 of 31

1

“How do your findings compare with the rest of the class?” would be most appropriately used at which 5-E phase?

Select one of the following:

  • Engage

  • Explore

  • Explain

  • Elaborate

  • Evaluate

Explanation

Question 20 of 31

1

“What do you know about _______?” would be most appropriately used at which 5-E
phase?

Select one of the following:

  • Engage

  • Explore

  • Explain

  • Elaborate

  • Evaluate

Explanation

Question 21 of 31

1

“What data are you collecting?” would be most appropriately used at which 5-E phase?

Select one of the following:

  • Engage

  • Explore

  • Explain

  • Elaborate

  • Evaluate

Explanation

Question 22 of 31

1

“Considering what happened, how has your thinking about this changed?” would be most
appropriately used at which 5-E phase?

Select one of the following:

  • Engage

  • Explore

  • Explain

  • Evaluate

  • Elaborate

Explanation

Question 23 of 31

1

“Do you expect the same results if you use different objects?” would be most
appropriately used at which 5-E phase?

Select one of the following:

  • Engage

  • Explore

  • Explain

  • Evaluate

  • Elaborate

Explanation

Question 24 of 31

1

“What patterns do you find in your data?” would be most
appropriately used at which 5-E phase?

Select one of the following:

  • Engage

  • Explore

  • Explain

  • Elaborate

  • Evaluate

Explanation

Question 25 of 31

1

Accountable talk is discourse that:

Select one of the following:

  • goes beyond answering questions that you pose as a teacher.

  • promotes learning.

  • sharpens student thinking by reinforcing their ability to use knowledge appropriately.

  • encourages students to actively listen to each other, building on one another’s ideas

  • all of the above

Explanation

Question 26 of 31

1

Which of the following statements is NOT part of the formative assessment scaffolding “feedback loop”?

Select one of the following:

  • Teachers ask questions to better grasp the students’ levels of understanding

  • Students respond to the questions orally, in writing, or through diagrams and drawings.

  • Teachers recognize and acknowledge student responses.

  • Teachers provide corrections of all erroneous responses.

  • Teachers provide scaffolds to improve learning and understanding.

Explanation

Question 27 of 31

1

You discover that many of the students in your class have never been to the beach. The question ”What do
you experience when you wade out into the ocean?” is probably:

Select one of the following:

  • equitable

  • inequitable

  • person-centered

  • A & C only

  • B & C only

Explanation

Question 28 of 31

1

Productive questions developed by the teacher to scaffold learning and inquiry must:

Select one of the following:

  • be focused on the intended topic.

  • be focused on a broad spectrum of science topics

  • encourage students to think about specific science practices, concepts, and ideas.

  • quantitative in nature.

  • A & C only

Explanation

Question 29 of 31

1

Discussing differences in observations with numerical data reported by groups gives your students an
opportunity to:

Select one of the following:

  • practice engaging in argument from evidence (NGSS).

  • make some fresh observations instead of just arguing who is right

  • practice using mathematics and computational thinking (NGSS).

  • all of the above

  • A & C only

Explanation

Question 30 of 31

1

Questions that focus on interpretation and explanation should be:

Select one of the following:

  • pursued for a sufficient time to get responses from several student groups.

  • open-ended.

  • divergent

  • all of the above

  • B & C only

Explanation

Question 31 of 31

1

Most teachers wait less than a second for a student to respond after asking a question. Researchers suggests
that more appropriate wait-time for thoughtful student response is a least:

Select one of the following:

  • 1 second

  • 3 seconds

  • 10 seconds

  • 20 seconds

  • 30 seconds

Explanation

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