Models of teaching - Concept Attainment, Advance Organizers, Inquiry-Training - Question Bank
1. The goal of the 'Hypothesizing and Testing' phase in Concept Attainment is for students to:
2. Bruner's Concept Attainment model, when applied effectively, helps students move beyond rote memorization to:
3. In the Inquiry-Training model, the teacher's provision of data is typically in response to:
4. Which teaching model is most effective for helping students organize new, complex information by relating it to their existing knowledge base?
5. What is the primary objective of the 'Identifying Attributes' phase in Concept Attainment?
6. The Inquiry-Training model aims to teach students how to:
7. An Advance Organizer that presents new information by showing how it is similar to and different from existing knowledge is called:
8. In Concept Attainment, the teacher's role is to facilitate the process of concept formation by:
9. Which model of teaching is characterized by a teacher posing a puzzling phenomenon and guiding students through a series of questions to discover its explanation?
10. The 'analysis of thinking' in Concept Attainment encourages students to:
11. When a teacher introduces a complex scientific topic by first providing a broad overview that connects to students' existing knowledge of simpler related concepts, they are using:
12. Which aspect of learning is most directly addressed by the Inquiry-Training model?
13. The Concept Attainment model is particularly useful for teaching concepts in subjects like:
14. In Inquiry-Training, the 'explanation' phase involves students:
15. Which of the following is a potential benefit of using Advance Organizers?
16. The 'concept attainment' itself is the product of students identifying:
17. Which teaching model involves students actively constructing their understanding of concepts through analysis of presented data?
18. The 'data gathering' phase in Inquiry-Training is characterized by students:
19. An Advance Organizer that presents a new topic by relating it to concepts students already understand is an example of:
20. Inquiry-Training focuses on developing the student's ability to:
21. Which of the following is a key element in the 'Generating and Testing Hypotheses' phase of Concept Attainment?
22. In the context of Advance Organizers, what does 'subsumption' refer to?
23. Which model of teaching is best suited for developing critical thinking and problem-solving skills through a structured questioning process?
24. The Concept Attainment model helps students move from concrete examples to:
25. In Richard Suchman's Inquiry-Training model, what is the teacher's role during the explanation phase?
26. Which of these is a characteristic of a well-designed Advance Organizer?
27. David Ausubel's Advance Organizer model emphasizes the importance of:
28. In the Concept Attainment model, the final step of 'analyzing the thinking process' involves:
29. The Inquiry-Training model encourages students to develop their own explanations through:
30. An Advance Organizer that helps students relate new information to existing knowledge structures is known as:
31. Which teaching model is most effective for teaching abstract concepts and developing analytical skills?
32. In Concept Attainment, when students identify the common characteristics of a concept, they are determining its:
33. The primary goal of Inquiry-Training is to foster:
34. An Advance Organizer that is presented in a narrative format is known as a:
35. Which of the following is NOT a core component of the Concept Attainment model?
36. What is the role of the teacher in the Inquiry-Training model?
37. During Inquiry-Training, students formulate questions to:
38. The initial stage of Inquiry-Training involves the teacher presenting a phenomenon that:
39. Inquiry-Training aims to develop students' ability to:
40. The Inquiry-Training model was developed by:
41. A Comparative Advance Organizer is used to:
42. What type of Advance Organizer is more abstract and general than the learning material itself?
43. Advance Organizers are typically presented:
44. What is the main function of an Advance Organizer?
45. Advance Organizers are primarily associated with which theorist?
46. The 'analyzing the thinking process' phase in Concept Attainment is crucial for:
47. Which phase of the Concept Attainment model involves students analyzing the examples and non-examples to hypothesize about the concept?
48. What is the purpose of presenting 'non-examples' or 'counter-examples' in the Concept Attainment model?
49. In the Concept Attainment model, what are examples that share the essential characteristics of the concept called?
50. Who is credited with developing the Concept Attainment model?