Practice

Learning for Construction of Knowledge — Practice

15 questions 15 min Recall + understand

Q1. The basic presumption of constructivism is best described as
- A. Knowledge is transmitted from the more knowledgeable to the less knowledgeable.
- B. Learning is for construction of knowledge by the learner.
- C. Knowledge is complete, objective and external to the learner.
- D. Learning is the building of stimulus-response associations through reward.
Q2. Which official Indian curriculum document emphasises 'the need to recognise the child as a natural learner, and knowledge as the outcome of the child's own activity'?
- A. National Curriculum Framework 2005
- B. Right to Education Act 2009
- C. National Education Policy 1986
- D. National Curriculum Framework for Teacher Education 2009
Q3. In the objectivist view of learning (the view that constructivism rejects), knowledge is regarded as
- A. An active meaning-making process inside the learner.
- B. A function of how the individual creates meaning from experience.
- C. Complete, real, objective and external to the learner.
- D. Co-constructed by learners through social interaction.
Q4. Which thinker is named as the 'philosophical founder' of the constructivist approach, even though the term constructivism did not exist in his time?
- A. Jean Piaget
- B. Lev Vygotsky
- C. John Dewey
- D. Jerome Bruner
Q5. In Piaget's cognitive constructivism, the mental structure that a child develops based on perception and experience is called a
- A. Reflex
- B. Schema
- C. Stimulus-response bond
- D. Concept map
Q6. Priya, a Class 3 student in Rampur, sees a new four-legged animal and calls it a 'dog' because it matches her existing schema for four-legged animals. According to Piaget, she has used
- A. Accommodation
- B. Assimilation
- C. Equilibrium
- D. Disequilibrium
Q7. According to Piaget, when satisfaction does not occur through assimilation or accommodation, the learner enters a state called
- A. Equilibrium
- B. Disequilibrium
- C. Adaptation
- D. Organization
Q8. Vygotsky's Zone of Proximal Development (ZPD) refers to the area where a child
- A. Can solve a problem independently without any help.
- B. Cannot solve a problem alone but can succeed with help from a more experienced peer.
- C. Has already mastered all required skills.
- D. Refuses to attempt the task because of low motivation.
Q9. Vygotsky's social constructivism uses the term 'co-construction of knowledge' to mean
- A. Knowledge is built individually inside the learner's mind without others.
- B. Knowledge is built jointly by the learner with peers and teacher through interaction.
- C. Knowledge is transmitted unchanged from teacher to learner.
- D. Knowledge is given by the textbook and memorised by the child.
Q10. Bruner's idea that children are first given basic ideas about a concept and then these are revisited at greater depth as the child progresses through school is called
- A. Discovery learning
- B. Spiral curriculum
- C. Concept mapping
- D. Cognitive apprenticeship
Q11. In Bruner's three stages of intellectual development, the stage in which a child learns through action on physical objects is called
- A. Iconic
- B. Symbolic
- C. Enactive
- D. Operational
Q12. Joseph Novak's significant constructivist contribution that helps a learner to organise scattered views in one place and establish relationships between concepts is the
- A. Concept map
- B. Schema
- C. Stimulus-response chart
- D. Spiral curriculum
Q13. Scaffolding in social constructivism is defined as
- A. A permanent support given to the child throughout schooling.
- B. A technique to provide right kind of support in right amount at right time to increase child's competence.
- C. Direct giving of the correct answer to save classroom time.
- D. Letting the child struggle alone without any teacher input.
Q14. Cognitive apprenticeship involves which three types of activities?
- A. Lecturing, testing and grading.
- B. Observation, coaching and practice.
- C. Punishment, reward and reinforcement.
- D. Reading, writing and arithmetic.
Q15. Bruner's definition of discovery learning is
- A. Learning by listening to the teacher's complete explanation.
- B. Learning by discovery of concept and principles by the learners on their own.
- C. Learning by repeating the textbook answer word-for-word.
- D. Learning by punishment when the wrong answer is given.

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