Reference no: EM131619700

1. Which of the following is a reason that scientific inquiry skills are necessary for students to gain?
a. Research has shown that we are pushing too much knowledge on students at too young of an age and often are not yet capable of scientific reasoning
b. Students must be able to perform their own science experiments when they are adults to test out their theories
c. To prepare a diverse workforce capable of scientific research, investigation, and informed decision making
d. Inquiry skills will help students lead healthy social lives because they will ask intriguing questions and be able to communicate effectively

1. Which is NOT one of the four strands of science?
a. Know, use, and interpret scientific explanations of the natural world
b. Reproduce science experiments found in textbooks
c. Understand the nature and development of scientific knowledge
d. Participate productively in scientific practices and discourse

QUESTION 3

1. Students who are proficient in science:
a. know, use, and interpret scientific explanations of the natural world
b. are able to replicate scientific evidence and explanations from textbooks
c. do not understand the nature and development of scientific knowledge
d. passively participate in scientific practices and discourse

QUESTION 4

1. Student interest is vital to effective teaching. Nater and Gallimore say that student interest
is directly proportional to:
a. The number of experiments conducted each month
b. The breadth and depth of teacher's knowledge
c. The home life of the student
d. The class size

QUESTION 5
1. Which of the following is true of scientists?
a. Scientists make the results of their investigations public
b. Scientists obtain better information with their senses than they can using instruments
c. Scientists develop explanations which are not based on evidence
d. Scientists review and ask questions about the results of other scientists' work

QUESTION 6
1. Classification is seen as constructing an order based on similarities and differences
between objects or events. Which of the following is true regarding classification?
a. All K-12 students should be able to classify things into four or more groups
b. Primary students must know how to classify things into at least three groups
c. Primary students may be limited in their ability to group things into more than two groups
d. Classification is a skill that does not need to be taught until middle school

QUESTION 7
1. Inquiry can be described as:
a. Another term for curiosity
b. Science content
c. A way to learn science
d. Both science content and a way to learn science

QUESTION 8
1. Which of the following would be considered student self-direction?
a. When in groups, the student makes sure all members know their roles and directs the group as a leader
b. The student generates and explores their own scientifically oriented questions
c. When in groups, the student is in charge of their own learning by understanding the directions and following them exactly
d. The student uses technology to answer questions presented by his or her peers

QUESTION 9
1. Primary students may get confused when the appearance of an object changes. For example, they may think that ten marbles spread out all over the table is bigger than ten marbles that are in a small jar because they take up less room. This misunderstanding is called:
a. Relative size
b. Comparative weights
c. Conservation
d. Quantitative mass

QUESTION 10
1. In experimenting, we often guide students to state their hypothesis as operational questions and help them control variables within their understanding. In the previous sentence, operational means:
a. Testable
b. Mathematical
c. Functional
d. Relatable

QUESTION 11
1. Elementary students should be aware that evidence is not always complete and that therefore predictions may not always be precise. Experiments are influenced by:
a. The lack of an accurate observation
b. Missing information of compounding factors
c. A model to explain the variables effectively
d. All of the above

QUESTION 12
1. When an experiment does not go as planned, we must:
a. Start over because the experiment failed
b. Use our best guess to fill in the missing information and use it as if it were the actual data
c. Theorize on the observations and results that we do have
d. Not conduct the experiment again because it clearly does not work properly

QUESTION 13
1. The Mathematical and Scientific Development in Early Childhood workshop summary includes the following citation:
The science that the children do throughout the year is designed to be inter-connected and thus to encourage the children to develop conceptually connected knowledge, that is, to build successively on the mental structures they are developing. Thus, a unit on seeds can be used to develop a range of related scientific skills, such as prediction and observation, as the children explore what seeds do, how they can be recognized, and how they can be classified according to various characteristics. At the same time, the exploration of seeds can serve as a building block in a broader exploration of a question such as "how do living things grow and change?" What is learned about seeds and plants can then be compared, contrasted, and connected to findings about other living creatures that the children have studied. (NRC, 2005, p. 7,)

How does this perspective on the use of scientific skills as a "building block in a broader Exploration" compare to Dewey's concern?