Practice questions
Q1Consider the following statements about scaffolding in constructivist learning. I. The term was coined by Wood, Bruner and Ross. II. It refers to temporary, graded support that is withdrawn as competence grows. Which option is correct?
A Only statement I is correct
B Only statement II is correct
C Both statements I and II are correct
D Neither statement I nor statement II is correct
Explanation The term scaffolding was coined by Wood, Bruner and Ross. It denotes temporary, graded expert support that is reduced as the learner gains competence, so denying either statement misses a standard feature of the concept.
Q2Match the constructivist emphasis with the theorist most closely associated with it. 1. Individual construction through assimilation and accommodation 2. Social interaction and language, with learning leading development
A 1 - Vygotsky; 2 - Piaget
B 1 - Bruner; 2 - Ausubel
C 1 - Piaget; 2 - Vygotsky
D 1 - Flavell; 2 - Bruner
Explanation The contrast is between Piaget's cognitive constructivism and Vygotsky's social constructivism. Piaget stresses individual construction through assimilation and accommodation, whereas Vygotsky stresses social interaction, language and learning leading development.
Q3Which statement is incorrect about cognitive and social constructivism?
A Piaget gives central importance to individual construction as the learner acts on the environment.
B Vygotsky gives central importance to social interaction and language in knowledge construction.
C Constructivism treats learners as active constructors, not passive receivers.
D Piaget's view makes language and social interaction the first source of knowledge, later internalised by the learner.
Explanation The incorrect statement transfers Vygotsky's emphasis on social interaction, language and internalisation to Piaget. Piaget's cognitive constructivism instead focuses on the individual's construction through assimilation, accommodation and equilibration.
Q4Which set contains the processes specifically associated with Piaget's cognitive constructivism?
A Social interaction, language and internalisation
B Assimilation, accommodation and equilibration
C Engage, explore and elaborate
D Goal setting, monitoring and self-evaluation
Explanation Piaget's cognitive constructivism emphasises individual construction of knowledge as the learner acts on the environment. Assimilation, accommodation and equilibration are the key Piagetian processes; social interaction and language are the stronger Vygotskian emphasis.
Q5In cooperative and collaborative learning, especially in the jigsaw technique, which condition is most central to positive interdependence?
A Each learner works alone and the group score is only the sum of independent marks.
B Group members possess complementary parts of the task, so each member's contribution is needed for the common goal.
C One high-achieving learner explains the whole content while others mainly listen.
D The group competes internally so that members try to outperform one another.
Explanation In cooperative and collaborative learning, positive interdependence means that group members rely on one another's contributions to construct understanding together. The jigsaw technique illustrates this because each learner's part is needed, whereas solitary work, one-way tutoring and internal competition miss the shared-responsibility structure.
More questions
6Assertion: In Vygotsky's social constructivism, learning can lead development within the Zone of Proximal Development. Reason: Knowledge is first built through social interaction and language and then internalised by the learner.
ABoth the assertion and the reason are true, and the reason correctly explains the assertion.
BBoth the assertion and the reason are true, but the reason does not explain the assertion.
CThe assertion is true, but the reason is false.
DThe assertion is false, but the reason is true.
7In Bruner's discovery learning, what is the central psychological idea about how a learner reaches a principle?
ABy receiving the complete rule first and then repeating examples until recall becomes automatic
BBy being guided to examine instances, notice relations and construct the principle for oneself
CBy waiting for biological maturation to make the concept accessible without instructional support
DBy copying an expert's verbal explanation until the same wording can be reproduced
8Which statement most accurately expresses John Flavell's concept of metacognition?
AAwareness and regulation of one's own cognitive processes
BMechanical repetition of learning material until recall improves
CImitation of a model's behaviour after observing reinforcement
DConstruction of knowledge only through social language interaction
9Which sequence correctly represents the phases of the 5E constructivist learning-cycle model?
AEngage, Explore, Explain, Elaborate, Evaluate
BExplore, Engage, Explain, Evaluate, Elaborate
CEngage, Explain, Explore, Elaborate, Evaluate
DExplain, Engage, Explore, Elaborate, Evaluate
10Consider the statements about reflective thinking and metacognition: I. Reflective thinking involves reviewing one's understanding, reasoning and strategy use. II. Reflective thinking has no relation to metacognition because it concerns only outward behaviour. Which option is correct?
AOnly statement I is correct
BOnly statement II is correct
CBoth statements I and II are correct
DNeither statement I nor statement II is correct
11In metacognition, which pair correctly distinguishes metacognitive knowledge from metacognitive regulation?
AMetacognitive knowledge: planning a schedule; metacognitive regulation: knowing which strategy suits a task
BMetacognitive knowledge: storing facts in long-term memory; metacognitive regulation: repeating facts aloud
CMetacognitive knowledge: knowing about one's cognition and strategies; metacognitive regulation: planning, monitoring and evaluating learning
DMetacognitive knowledge: receiving information from a teacher; metacognitive regulation: accepting it without checking
12In self-regulated learning, which set best represents the learner's own control over learning?
ATeacher explanation, note copying and immediate correction by the teacher
BGroup discussion, peer praise and completion of a common worksheet
CReceiving an advance organizer and linking it to prior knowledge
DGoal-setting, strategy selection, progress monitoring and reflection
13Assertion: An advance organizer is used before new learning material to provide an introductory bridge to the learner's existing cognitive structure. Reason: In Ausubel's meaningful reception learning, meaningful learning depends on relating new ideas to what the learner already knows.
ABoth the assertion and the reason are true, and the reason correctly explains the assertion.
BBoth the assertion and the reason are true, but the reason does not explain the assertion.
CThe assertion is true, but the reason is false.
DThe assertion is false, but the reason is true.
14Which statement best expresses Bruner's spiral curriculum?
AA topic should be postponed until the learner reaches a fixed formal stage, after which it is taught once in final form.
BBasic ideas should be taught only through verbal symbols because action and imagery are inferior forms.
CThe same key ideas are revisited at progressively greater complexity, because any subject can be taught honestly to any child.
DCurriculum should move randomly across unrelated topics to keep novelty high and prevent prior-knowledge dependence.
15Which statement best distinguishes problem-based, inquiry-based and project-based learning as constructivist approaches from passive reception of information?
AThey reduce learning to repeated recall of teacher-given definitions.
BThey require learners to avoid prior knowledge so that new facts remain uncontaminated.
CThey make authentic problems and investigation the basis for constructing knowledge.
DThey define learning as the exact transmission of finished knowledge from expert to novice.
