A. Educational logic
B. Educational philosophy
C. Educational goal
D. Educational research
Advertisement
Related Mcqs:
- Utilizing his understanding of the human mechanism and its functions, the teacher can adopt his techniques and procedures to individual patterns of development so that the learner is helped to profit from:
A. Instruction
B. Study
C. Learning
D. Particular condition - A researcher has children watch 30 minutes of violent television, and then counts the number of times they hit each other afterward in a one-hour play period as a measure of aggression. The researcher causes aggression, however this conclusion may be invalid because:
A. all children are prone to aggressive behavior
B. it is unethical to force children to watch violent television
C. there was no control group
D. aggression wasn’t operationally defined - In Milgram’s research on obedience, what was the teacher’s perception of what would happen when the learner made a mistake?
A. The learner would receive a shock
B. The teacher would be receive a shock
C. The experiment would have to be terminated
D. The teacher would be asked to change places with the learner - Which phase of teaching becomes effective insofar as a teacher attempts to condition a learner towards meeting progressive change in his environment?
A. Quality phase
B. Progressive phase
C. Actual phase
D. Directional phase - The learner needs to be stimulated. It is the teacher who provides the kind of stimulation that will enable the child to become an active:
A. Learner
B. Leader
C. Superior
D. Educationist - The_____experiences of pupils that are, in effect by-products of a teaching-learning situation reflect the influence of the teacher as a person:
A. social
B. Emotional
C. Personal
D. Motivational - The______competent teacher has the power to apply psychology to the learning situation in subtle ways:
A. Socially
B. Service
C. Emotionally
D. Fundamentally - Stroebe and Diehl (1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
1.That ‘production blocking’ does not occur in interactive brainstorming groups.
2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 2 & 4 - Stroebe and Diehl(1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
1.That ‘production blocking’ does not occur in interactive brainstorming groups.
2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 2 & 4 - The researcher may choose cooperation or conflict as his basis for collecting:
A. Documents
B. Data
C. Figures
D. None
Advertisement
