separata de capacitacion cegecar el constructivismo.lic vizcarra - en ingles 2015
Post on 14-Aug-2015
854 Views
Preview:
TRANSCRIPT
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
Mg. Pedro Vizcarra Junco
CONSTRUCTIVISMO
1. is an operational activity that repeats (initially reflexively) and is universalized
so that other minor previous stimuli become able to raise it. It is a simplified
representation (eg, a map of a city).
a) Scheme
b) Structure
c) Entity
d) Scaffolding
2. It is a representation of one specific situation or a concept that allows
internally manage and deal with the same or similar situations in reality. It is
considered as physical or mental ability.
a) Scheme
b) Structure
c) Entity
d) Scaffolding
3. At first they are reflex behaviors, but later included voluntary movements until
later go on to become primarily in mental operations. With development come
new and existing reorganized in various ways.
a) Scheme
b) Structure
c) Entity
d) Scaffolding
4. Balanced integration schemes that characterize a moment of cognitive
development
a) Scheme
b) Structure
c) Entity
d) Scaffolding
5. Attribute of intelligence considered essential for intellectual development, as is
the categorization process, organization and coordination of cognitive structures.
a) Organization
b) Adaptation
c) Assimilation
d) Accommodation
6. Attribute of intelligence considered as a process of acquiring information and
change the cognitive structures. It is a balance between assimilation and
accommodation.
a) Organization
b) Adaptation
c) Assimilation
d) Accommodation
7. logical concept other than the physical or social knowledge nature as not
extracted directly from the physical properties of objects or conventions, but is
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
constructed through a process of reflective abstraction of relations between the
sets They express number. According to Piaget, the formation of this concept is
the result of logical operations such as sorting and serialization. Mental
operations can only take place when the notion of conservation, quantity and
equivalence, term by term is achieved.
a) Ente
b) Number
c) Learning
d) Mind
8. type of knowledge that can be divided into conventional and unconventional. It
is conventional when consensus is the product of a social group and the source
of this knowledge is in the other (friends, parents, teachers, etc.). Examples
include: Sundays are not going to school, you have to be quiet on a test, etc. It's
unconventional, that referred to ideas or social representations and is
constructed and appropriate for the subject. Examples of this type would be:
rich-poor notion, a notion of profit notion of work, representation of authority,
etc.
a) physical knowledge
b) mathematical knowledge
c) Scientific knowledge
d) Social Knowledge
9. This stage develops from birth and is the main activity of the first month of life,
characterized by the exercise of reflexes that obey instinctive tendencies aimed
at satisfying basic needs (eg nutrition) related to certain reflexes (sucking reflex).
a) Sub stadium: Using reflexes
b) Sub stadium: primary circular reactions
c) Sub stadium: secondary circular reactions
d) Sub stadium: tertiary circular reactions
10. This sub stadium develops approximately from 1 month to 4 months and a
half old. Is characterized by repeated voluntary activity reflects that provided
pleasure.
a) Sub stadium: Using reflexes
b) Sub stadium: primary circular reactions
c) Sub stadium: secondary circular reactions
d) Sub stadium: tertiary circular reactions
11. A typical example is suction finger itself, or other objects as substitute
suction nipple.
a) Sub stadium: Using reflexes
b) Sub stadium: primary circular reactions
c) Sub stadium: secondary circular reactions
d) Sub stadium: tertiary circular reactions
12. This sub stadium develops between the fourth month and a half old and about
8 or 9 months, mainly thanks to the emergence of the ability to coordinate
movements of the limbs and the movement of the eyeball the infant can make a
directed grasping objects so that their behavior can now be directed towards the
external environment looking apprehend or move objects in a targeted manner,
observing the results of their actions.
a) Sub stadium: Using reflexes
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
b) Sub stadium: primary circular reactions
c) Sub stadium: secondary circular reactions
d) Sub stadium: tertiary circular reactions
13. This sub stadium develops between 8 or 9 months to 11 or 12 months
characterized by secondary sensorimotor coordination schemes with a view to
its generalization and application to new situations.
a) Sub stadium: Using reflexes
b) Sub stadium: primary circular reactions
c) Sub stadium: secondary circular reactions
d) Sub stadium: Schemes previous behavior
14. This sub stadium develops between 13 and 17 months. Consists of the same
process described above but with important variations, the main one being the
use of new means to achieve a goal that is already known. For example, take an
object and use, reaching to touch different surfaces. It is at this point that the
child begins to have a notion of object permanence, before this time, if the object
is not attainable in the field by his senses, for him, literally, the object "does not
exist".
a) Sub stadium: Using reflexes
b) Sub stadium: primary circular reactions
c) Sub stadium: secondary circular reactions
d) Sub stadium: tertiary circular reactions
15. This sub stadium develops after 18 months. The child is potentially able to
anticipate the simple effects of the actions you are performing, or you can now
perform a rudimentary description of some deferred shares present or not
objects but has perceived. He is also trained to perform sequences of actions
defined purpose such as using an object to open a door, used as a "tool" a stick
to draw to itself an object that is out of reach. Moreover, the first symbolic games
begin, ie, proponents an imagined situation, such as "pretend ..." or "play that
...".
a) Sub stadium: incipient emergence of symbolic thought
b) Sub stadium: Using reflexes
c) Sub stadium: secondary circular reactions
d) Sub stadium: tertiary circular reactions
16. Follow the sensorimotor stage and takes place approximately between 2 and
6 years old. This stage is characterized by the internalization of the previous
stage reactions. Processes are characteristic of this stage: the symbolic play,
concentration, intuition, animism, egocentrism, the juxtaposition and lack of
reversibility (inability to conservation of properties).
a) sensorimotor Stadium
b) Pre operational Stadium
c) Concrete operations Stage
d) formal operations Stadium
17. Period comprising of 7-11 years old. The child at this stage or stage not only
uses the symbol, is able to use the symbols in a logical way and through the
ability to retain, reach atinadas generalizations.
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
a) sensorimotor Stadium
b) Pre operational Stadium
c) Concrete operations Stage
d) formal operations Stadium
18. The child acquires the intellectual ability to retain numerical quantities:
lengths and liquid volumes. Here 'preservation' means the ability to understand
that the amount remains the same but their shape may vary.
a) sensorimotor Stadium
b) Pre operational Stadium
c) Concrete operations Stage
d) formal operations Stadium
19. The child understands that the amount is the same (eg a liter of water) in
containers of very different shapes.
a) sensorimotor Stadium
b) Pre operational Stadium
c) Concrete operations Stage
d) formal operations Stadium
20. The child placed against paper squares can tell that meet the same surface
but are those crowded squares or even if they are scattered.
a) sensorimotor Stadium
b) Pre operational Stadium
c) Concrete operations Stage
d) formal operations Stadium
21. Children begin to develop a more abstract view of the world and using formal
logic. They can apply the reversibility and conservation to both real and imagined
situations. They also develop a greater understanding of the world and the idea
of cause and effect.
a) sensorimotor Stadium
b) Pre operational Stadium
c) Concrete operations Stage
d) formal operations Stadium
22. The difference between the thought of a child in connection with a teenager is
that the latter:
a) start from the facts to reason.
b) may pose hypothetical situations.
c) They need to reflect external stimuli.
d) They have difficulty abstraction.
23. A learning is meaningful when the student:
a) It is able to confidently answer the questions put to him.
b) Understand the importance of learning outcomes.
c) recognizes that it has a different learning style.
d) Integra prior knowledge with new.
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
24. For a meaningful learning is essential to be met simultaneously:
I. The material must be potentially significant
II. The student must have in his mental structure preformed concepts
III. New knowledge must be easily accessible to the student's mental structure.
IV. The student must show positive predisposition towards new learning
a) I, II, III and IV
b) I, II and III
c) I, II and IV
d) I, III and IV
25. That the Peruvian education system at various levels attend responds to the
contributions of:
a) David Ausubel
b) Lev Vygotsky
c) Jean Piaget
d) Jerome Bruner
26. Rescue meaningful reception learning:
a) David Ausubel
b) Lev Vygotsky
c) Jean Piaget
d) Jerome Bruner
27. Suggests the spiral curriculum
a) David Ausubel
b) Lev Vygotsky
c) Jean Piaget
d) Jerome Bruner
28. Affirms that knowledge is not a true copy of reality but a human construction
itself after a restructuring schemes.
a) David Ausubel
b) Lev Vygotsky
c) Jean Piaget
d) Jerome Bruner
29. Lev Vygotsky argues that language allows us to be aware of us control our
behavior and exercise criticism on any cultural situation, so I called also:
a) Thought Process
b) Mental Ability
c) psychological tool
d) Scaffolding
30. Refers to space, gap or difference between the skills you already have the /
the child / a and what can you learn through the guidance or support that can
provide an adult or a more competent par.
a) Area real development
b) potential development area
c) zone of proximal development
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
d) Language
31. .................. .., to greater social interaction, more knowledge, more
opportunities to act, more robust mental functions.
a) David Ausubel
b) Lev Vygotsky
c) Jean Piaget
d) Jerome Bruner
32. In the cultural development of the child, any function appears twice, first at
the social level (interpsychological) and then at the individual level
(intrapsychological). This applies equally to voluntary attention, to logical
memory and the formation of concepts. All psychological functions originate as
relationships between human beings. The above corresponds to:
a) Law of Duplicity
b) anchors Act
c) Law of the double formation
d) Scaffolding
33. Its position is essentially geneticist, for trying to understand the genesis, that
is the origin and development of the psychological processes.
a) David Ausubel
b) Lev Vygotsky
c) Jean Piaget
d) Jerome Bruner
34. attaches great importance to the socio-historical dimension of psychological
functioning and social interaction in building the human being.
a) David Ausubel
b) Lev Vygotsky
c) Jean Piaget
d) Jerome Bruner
35. Learning theory of ............... .. the first systematic cognitive learning model
a) Jean Piaget
b) Jerome Bruner
c) David Ausubel
d) Robert Gagné
36. His theory appeared in a time still dominated behavioral insights into learning.
Indeed, among the most important contributions of this theory certain concepts
such as Novak explains, allow us to understand in a manner consistent enough
processes and learning outcomes are counted.
a) Jean Piaget
b) Jerome Bruner
c) David Ausubel
d) Robert Gagné
37. Ausubel is the process that presents us with as you learn, the hierarchy of
concepts has become more detailed and staggered up and down; it therefore
seems appropriate to present the learning content of more general to more
specific, to facilitate the emergence of internal process described.
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
a) Assimilation
b) Progressive Differentiation
c) Accommodation
d) integrating Reconciliation
38. Ausubel is the process that explains how the cognitive structure changes as
they incorporate new concepts that establish relations among themselves and
reorganize.
a) Assimilation
b) Progressive Differentiation
c) Accommodation
d) integrating Reconciliation
39. It consists of representing things by the immediate reaction of the person.
This type of representation happens markedly in the early years of the person,
Bruner has related sensorimotor stage Piaget in which the action fuse with the
outer experience.
a) Mode enactivo
b) Mode icon
c) Symbolic Mode
d) idle mode
40. It consists of representing things by a picture or independent space scheme
of action. But such a representation still some resemblance to the thing
represented. The choice of image is not arbitrary.
a) Mode icon
b) Mode enactivo
c) Mode performer
d) Symbolic Mode
41. It consists of representing one thing by an arbitrary symbol in form unrelated
to the thing represented. For example, the number three represent iconically by,
say, three balls, while symbolically enough with 3. The symbolic representation,
through language, can be used to describe states, pictures and things, as well as
their mutual relations. It can also be used to prescribe actions.
a) Mode icon
b) Symbolic Mode
c) Mode enactivo
d) performing mode
42. Are contributions of David Ausubel:
I. The law of the anchor
II. The area of potential development
III. Significant learning
IV. From previous knowledge
V. Language as a psychological tool
to. I - III - V
b. I - III - IV
c. I - IV - V
d. II - III - IV
43. He proposed the law of the anchors.
a) David Ausubel
b) Jean Piaget
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
c) Jerome Bruner
d) Robert Gagné
44. He proposed the law of scaffolds.
a) David Ausubel
b) Jean Piaget
c) Jerome Bruner
d) Robert Gagné
45. Considers that discovery learning should not be presented as opposed to
learning by exposure (receipt) because it can be just as effective, if certain
conditions are met.
a) Jean Piaget
b) Howard Gardner
c) Lev Vigorsky
d) Jerome Bruner
46. type of learning that is related, non-arbitrary and substantive (not literally)
with what students already know how.
a) conditional Learning
b) receptive Learning
c) Significant learning
d) Learning by imitation
47. Learning that the information is presented to the student and must be learned,
in their final form. Provide information, contents and important and useful topics
that result in new ideas in the student.
a) Learning by discovery
b) Learning reception
c) Learning by imitation
d) Learning conditioning
48. According to Ausubel, provides a bridge of understanding between the new
and previous information.
a) Mental Scheme
b) Read previous
c) prior Organizer
d) Structure
49. Status indicating that the material submitted must be organized, so that a
construction of knowledge.
a) Significance logic
b) Psychological Significance
c) Favorable Attitude
d) Functionality
50. Condition reference that makes us connect the new students with previous
knowledge and understand that. It is related to student mental structure.
a) Significance logic
b) Psychological Significance
c) Favorable Attitude
d) Functionality
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
51. This is a condition of emotional and attitudinal dispositions, where the
teacher can only influence through motivation.
a) Significance logic
b) Psychological Significance
c) Favorable Attitude
d) Functionality
52. John is a child who is acquiring its own vocabulary. First learn words that
represent real objects that have meaning to him. So John is developing the kind
of meaningful learning called:
a) Learning concepts
b) Learning representations
c) Learning propositions
d) Learning conditioning
53. Caesar is a child from his own experience, he understands that the word
"mother" can also be used by other people referring to their mothers. Then
Caesar is developing the kind of meaningful learning called:
a) Learning concepts
b) Learning representations
c) Learning propositions
d) Learning conditioning
54. Kevin is a child who understands abstract concepts such as "government",
"country", "mammal". Then Kevin is developing the kind of meaningful learning
called:
a) Learning concepts
b) Learning representations
c) Learning propositions
d) Learning conditioning
55. Mary is a girl who know the meaning of the concepts, form sentences that
contain two or more concepts which affirms or denies something. And Mary is
developing the kind of meaningful learning called:
a) Learning concepts
b) Learning representations
c) Learning propositions
d) Learning conditioning
56. type of learning that is obtained when the new concept is subordinated to
more entraining concepts that students already knew.
a) mechanical Learning
b) Learning superordinate
c) subordinated Learning
d) Learning combinatorial
Kind of learning that is obtained when the new concept is the most inclusive
concepts that students already knew.
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
a) mechanical Learning
b) Learning superordinate
c) subordinated Learning
d) Learning combinatorial
57. type of learning that is obtained when the new concept has the same status
as the known.
a) mechanical Learning
b) Learning superordinate
c) subordinated Learning
d) Learning combinatorial
58. Ausubel sees the student .............................. schemes in terms of knowledge,
which consist of the representation that a person has at a particular moment in
its history on a piece of reality.
a) mental Schemes
b) Enhancers
c) previous Organizers
d) Prior Knowledge
59. Students must have the background needed and ready to be activated to link
new knowledge, we mean:
a) Significance logic
b) cognitive structure
c) Prior Knowledge
d) The psychological significance
60. If the teacher manages to make learning meaningful for students, so will be
understood as the ............ ............ ..
a) Metacognition - predisposition to the area
b) Extrinsic motivation - condition for learning
c) Intrinsic motivation - available to the area
d) Self - predisposition to the area
61. The learning must be interconnected with real life and social practices of
every culture, it refers to and learning ......... .. ................
a) learning functionality - discovery
b) Significance of learning - social
c) Functionality of learning - conditioning
d) Significance of learning - for reception
62. Carmen primary school teacher schedules a visit to the City of Caral. After
conducted the study visit in the classroom the questions are answered initially.
Learning is seen in this case is:
a) Significant learning
b) Discovery learning
c) rote learning
d) conditional Learning
63. Following the same learning activity formulated in the previous question,
Bruner argue that knowledge is occurring:
a) Abstract
b) Symbolic
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
c) enactivo
d) Iconic
64. ......... representation goes beyond the action and imagination; it uses symbols
to represent the world.
a) Enactive
b) Iconic
c) Symbolic
d) Inactive
65. ...... stages of cognitive development are three: executing, iconic and
symbolic ..
a) Mayer
b) Lucero
c) Bruner
d) Piaget
66. The child develops his intelligence gradually evolving into a system of first
mastering the simplest aspects of learning to go after the most complex. This
idea belongs to:
a) Jerome Bruner
b) Jean Piaget
c) David Ausubel
d) Robert Gagné
67. ......................... It was developed by David Wood and Jerome Bruner, from the
concept of zone of proximal development, Lev Vygotsky.
a) Meaningful Learning Theory
b) Discovery Learning Theory
c) Theory of Genetic Epistemology
d) Theory of Scaffolding.
68. Point out that idea is not correct in relation to the Theory of Scaffolding:
I. The greater difficulty is presented the student, the teacher will need further
action.
II. Adjusting interventions master the difficulties of students, it appears to be a
decisive element in the acquisition and construction of knowledge.
III. Refers to the use of scaffolding by the teacher; as knowledge is constructed,
removing the scaffolding goes.
IV. Today, it is recognized that the scaffolding process not only established
between teacher and student, or parent and child; but also peer what is called
collective scaffolding.
V. scaffolding theory does not give us insights into how the actions of one who
teaches underpin the construction of knowledge.
a) I and II
b) III
c) IV
d) V
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
69. "The knowledge gained is obtained by a concrete and conceptual
manipulation, and not through the exposure of an expert. Teachers who use this
procedure have to get to know the discipline they teach, the experiences of their
students and how to conduct the inquiry process "All the above are ideas that
relate to.:
a) Significant learning
b) rote learning
c) conditional Learning
d) Learning by discovery
70. In ........................... ..the exposure techniques are replaced by elaborate
hypotheses, ask questions, investigate, verify and acquire skills.
a) rote learning
b) conditional Learning
c) Significant learning
d) Learning by discovery
71. Bruner relates ............ ..with troubleshooting and states that both depend on
the scanning or probing of alternatives, therefore, the instruction should facilitate
and regulate this exploration of the student.
a) Cognitive Conflict
b) Learning
c) Engine Development
d) Evolutionary Development
72. Bruner instruction should consider:
I) Bring the learner through a series of exhibitions and new approaches to a
problem to a body of knowledge to increase their ability to capture, process and
transfer what you learn.
II) is a temporary state whose object is to make learning to solve problems
become self-sufficient.
III) take into account the willingness, structure, sequence and strengthening to
prepare teaching materials.
a) I
b) II
c) III
d) All
73. ............ human development, learning and instruction form an interdependent
unit.
a) David Ausubel
b) Robert Gagné
c) Jerome Bruner
d) Jean Piaget
74. Which of the following statements does not correspond to the concept of
intelligence Howard Gardner posed:
I. Intelligence is a quantity that can be measured with a number such as the
intelligence quotient (IQ).
II. Intelligence is the ability to organize thoughts and coordinating them with
action.
III. Intelligence is one.
a) I
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
b) II
c) III
d) All are not
75. Points out that there is no single intelligence in humans, but a variety of
intelligences that mark significant potential and accents of each individual, set by
the strengths and weaknesses in a number of scenarios for expansion of
intelligence.
a) David Ausubel
b) Howard Gardner
c) Jean Piaget
d) Jerome Bruner
76. "Each person has at least eight intelligences, cognitive skills. These
intelligences work together, even as a semi-autonomous entities. Each person
develops some more than others. . Different cultures and segments of society put
different emphasis on them "This phrase sums up:
a) Meaningful Learning Theory
b) Discovery Learning Theory
c) theory of multiple intelligences
d) Sociocultural Theory
77. type of intelligence that involves the ability to understand the order and
meaning of words in reading, writing and also speaking and listening.
a) Linguistic - verbal
b) Mathematical Logic
c) Space
d) Musical
78. type of intelligence that relates to speak and write effectively.
a) Space
b) Linguistic - verbal
c) Mathematical Logic
d) Musical
79. type of intelligence that relates to the profile of political and religious leaders,
poets, writers, etc.
a) Space
b) Linguistic - verbal
c) Intrapersonal
d) Interpersonal
80. type of intelligence that involves the ability to identify patterns, calculate,
formulate and test hypotheses, using the scientific method and inductive and
deductive reasoning.
a) Space
b) Linguistic - verbal
c) Mathematical Logic
d) Musical
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
81. type of intelligence that relates to the ability to identify patterns, calculate,
formulate and test hypotheses, using the scientific method and inductive and
deductive reasoning.
a) Space
b) Linguistic - verbal
c) Mathematical Logic
d) Musical
82. type of intelligence that relates to the profile of Economists, engineers,
scientists, etc.
a) Space
b) Linguistic - verbal
c) Mathematical Logic
d) Musical
83. type of intelligence that involves the ability to present ideas visually, create
mental images, perceive visual details, draw and make sketches.
a) Naturalist
b) Space
c) Linguistic - verbal
d) Musical
84. type of intelligence that relates to the ability to perform visual creations and
display with accuracy.
a) Naturalist
b) Space
c) Linguistic - verbal
d) Musical
85. type of intelligence that relates to the profile of artists, photographers,
architects, designers, publicists, etc.
a) Naturalist
b) Space
c) Linguistic - verbal
d) Musical
86. type of intelligence that involves the ability to listen, sing, play instruments
a) Naturalist
b) Linguistic - verbal
c) Musical
d) Space
87. type of intelligence that relates to the ability to create and analyze music.
e) Naturalist
f) Linguistic - verbal
g) Musical
h) Space
88. type of intelligence that relates to the profile of Musicians, composers, music
critics, etc.
a) Naturalist
b) Mathematical Logic
c) Musical
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
d) Space
89. type of intelligence that involves the ability to perform activities that require
strength, speed, flexibility, hand-eye coordination and balance.
a) Intrapersonal
b) Space
c) Kinesthetic
d) Linguistic - verbal
90. type of intelligence that relates to the ability to use their hands to create or
repair, expressed through the body.
a) Space
b) Kinesthetic
c) Interpersonal
d) Musical
91. type of intelligence that relates to the profile of Sculptors, surgeons, actors,
models, dancers, etc.
a) Kinesthetic
b) Interpersonal
c) Space
d) Naturalist
92. type of intelligence that involves the ability to set goals, assess skills and
personal disadvantages and control one's own thinking.
a) Musical
b) Intrapersonal
c) Interpersonal
d) Naturalist
93. type of intelligence that relates to the ability to meditate, show self-discipline,
keep his composure and give the best of himself.
a) Musical
b) Interpersonal
c) Naturalist
d) Intrapersonal
94. type of intelligence that relates to the profile of mature individuals who have a
rich and deep self-knowledge.
a) Musical
b) Intrapersonal
c) Interpersonal
d) Naturalist
95. type of intelligence that involves the ability to work with people, help people
identify and overcome problems.
a) Mathematical Logic
b) Interpersonal
c) Intrapersonal
d) Naturalist
96. type of intelligence that relates to the ability to recognize and respond to the
feelings and personalities of others.
a) Intrapersonal
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
b) Naturalist
c) Mathematical Logic
d) Interpersonal
97. type of intelligence that relates to the profile managers, teachers,
psychologists, therapists.
a) Intrapersonal
b) Mathematical Logic
c) Interpersonal
d) Musical
98. type of intelligence that involves the ability to perceive relationships between
various species or groups of objects and people, and recognize and establish
whether there are distinctions and similarities between them.
a) Intrapersonal
b) Naturalist
c) Interpersonal
d) Musical
99. type of intelligence that relates to the ability to observe, identify and classify
the members of a group or species, and even to discover new species. His field
of observation is more akin the natural world, where they can recognize flora,
fauna and productively use their skills in hunting, life sciences and nature
conservation.
a) Naturalist
b) Linguistic
c) Interpersonal
d) Musical
100. type of intelligence that can also be applied in any field of science and
culture, because the characteristics of this type of intelligence adhere to the
expected qualities in people who are dedicated to research and follow the proper
steps of the scientific method .
a) Intrapersonal
b) Mathematical Logic
c) Naturalist
d) Musical
101. If the I.E. No. 1841 has determined that student learning should be evaluated
according to the amount of knowledge acquired at the end of two months, from
questions that explore only the reproduction of knowledge assimilated.
According to the statement, what education have assumed?
to. Traditional
b. Cognitive
c. Behaviorist
d. Humanist
102. Professor John believes that students need to learn knowledge raised as
absolute truths without criticism, as well as the exclusive use of memory to
demonstrate the learning achieved. So John is assuming in their teaching
practice, the approach:
to. Traditional
b. Cognitive
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
c. Behaviorist
d. Humanist
103. Professor Maria recognizes that their teaching should promote learning to
think, worrying about how students process information. Therefore it is planning
situations in which the student where students promotes not only the
incorporation of knowledge, but also promotes the development of their mental
potential and use their learning in real contexts for problem solving.
Mary has assumed in its pedagogical practice approaches of pedagogy:
to. Traditional
b. Cognitive
c. Behaviorist
d. Humanist
104. In I.E. No. 2014, identified in its diagnosis has prevailed for several years
teaching authority. Therefore take from this year in its pedagogical rethinking
must assess the student's learning process, placing the student at the center of
education, considering a school not as the end of its realization but as the
training venue to face life, providing comfort to feel welcome, and promoting the
development of their learning sessions the active role of the student giving a
privileged place to the activity. For these reasons we conclude that the institution
in question, has taken the pedagogy:
to. Classical
b. Behaviorist
c. Humanist
d. Sociocultural
105. In view of improvisational situations shown by most teachers EI No. 3621,
the implementation of an instructional learning adhered to an invariable and
accurate programming is determined to achieve goals ensuring that all students
learn.
It is also necessary to ensure changes in behavior by students which are oriented
learning received through to make these modifications are displayed.
The I.E. then it has considered the approaches of pedagogy:
to. Classical
b. Behaviorist
c. Humanist
d. Sociocultural
106. Professor Daniel is not interested in processes that may occur in the
mindset of students of five years. It cares, especially what they can express, that
is, the directly observable. What happens in the minds of their children, it is not
interesting. From the above we can conclude that Daniel is influenced by
pedagogy:
to. Classical
b. Behaviorist
c. Humanist
d. Sociocultural
107. Professor Peter believes that his students are not a blank slate but have
previous cognitive structures that let you interact with the new information
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
actively rebuilding their structures. We can conclude then that Peter has taken
the approach of approach:
to. Traditional
b. Cognitive
c. Behaviorist
d. Humanist
108. Professor Enrique believes that based questions, the student meditate and
find the answer himself. It promotes research believing that this will contribute in
the individual transformation.
Henry then takes the approach of the theory:
to. Classical
b. Behaviorist
c. Humanist
d. Sociocultural
109. The DCN promotes personal fulfillment considering education as a means to
concretize the potential student and achieve transcendence.
This means that the DCN includes the issues of pedagogy:
to. Classical
b. Behaviorist
c. Humanist
d. Sociocultural
110. I.E. No. 1587 believes that the student should be and is the center of
education. For this reason the activities proposed in the learning sessions to
accommodate the psychological development of students, their expectations and
motivations. We can conclude that the I.E. includes proposals for:
to. Bloom
b. Skinner
c. Rosseau
d. Pavlov
111. The first day of school the teacher Margarita strives to her classroom
sectors are pleasing to the eye and promote students feel welcome. Adding to
these efforts coordinations were made for the start of school classrooms,
playground, gardens, etc., are in good condition, as this is seen as an expression
of interest by students. The planning of the activities promoted by the Director
aims to develop the full potential of the child. The educational community
assessed the proposals:
to. Piaget
b. Montessori
c. Rosseau
d. Pavlov
112. I.E. No. 3634 is characterized by his teachers included in their pedagogical
practice forming partnerships stimulus and response indicating students the
nature of the desired learning and then providing immediate feedback on the
correctness of the response produced, so that the correct answers They are
reinforcing and incorrect responses are extinguished.
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
They assume that learning should be enjoyable for students because they have
to actively respond, their answers to produce immediate feedback and thus can
move at your own pace with an emphasis on producing success stories to the
reward.
For these reasons there is an overestimation of programmed instruction to
ensure student success and the manifestation of this success to the expertise
and the continuous improvement of their being.
These educational activities are supported by contributions from:
to. Pavlov
b. Skinner
c. Montessori
d. Piaget
113. Teachers in the I.E. No. 6951 in its days of reflection, are bound to consider
that learning occurs as a result of observing models for certain reasons:
First, that this type of learning can develop ways of thinking about the academic
curriculum and about the social, political and securities issues.
Second, it is that cognitive skills in special skills such as creative thinking and
problem solving can not be directly taught step by step, but can be stimulated
indirectly through modeling.
Third on the show step by step procedures, which is often the most efficient way
to teach motor skills and cognitive skills low.
For these reasons we conclude that teachers assumed in practice contributions:
to. Skinner operant learning
b. The vicar, social and learning modeling Bandura
c. Vygotsky's sociocultural theory
d. Discovery learning Bruner
114. Jessica professor assumes that learning occurs in the brain of their
students. Therefore assumes that several types of learning from the signs and
symptoms to one that allows us to solve problems, considering that the class
session to be treated as an organized system of information, preconditions,
processes and learning outcomes. But all this learning recognizes that these
changes are manifested in human capacity or willingness to persist over time.
That is the teacher Jessica values in their teaching practice contributions:
to. Robert Gagné
b. Jean Piaget
c. Lev Vygotsky
d. Jerome Bruner
115. One of the principles of education is the educational inclusion. In this sense
the Basic Education has been integrating students with special educational
needs enabling integration and development of capabilities of interaction with the
students. Nothing mild disabilities to incorporate these students is assumed.
Because of this situation we have been providing teachers with great concern the
attention of students inclusive, and basic guidelines consist of curriculum
adaptation and implementation of appropriate material to work with this type of
special educational need.
Curricular adaptation capabilities allows us to adapt to students with special
educational needs have the opportunity to develop skills that are geared to the
same purpose of learning, and for this reason we use an invaluable tool that
categorizes cognitive learning in a hierarchical scheme six steps called
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
instructional objectives or behavioral plan allowing the contents to the
intellectual growth of our students effectively inclusive. What invaluable tool text
mean?
to. Taxonomy of Jean Piaget
b. Benjamin Bloom taxonomy
c. Taxonomy Robert Gagné
d. Taxonomy of Lev Vygotsky
116. I.E. No. 6523 on the principles that underpin its Institutional Curriculum
Project oriented ideas to consider natural potential of student learning, the
teacher proposition of issues relevant to their personal goals, promote
welcoming environment for students to focus on learning , allow students to
assess their achievements, verging on learning to learn, develop an openness to
new experiences and be able to join processes of continuous change.
For this reason teachers who make up the educational TV develop in their
mediation efforts authenticity, appreciation and empathetic understanding.
We can conclude that this educational project is supported by contributions
from:
to. Vygotsky's sociocultural theory
b. Pedagogy of Paulo Freire
c. The theory of evolutionary development of Jean Piaget
d. The Humanist Theory of Karl Rogers
117. The Miracles teacher believes that students learn and build psychological
processes in the subject's interaction with the world is done with the mediation of
other subjects (teacher, peers, family). For this reason not only supports the
development of learning, but also promotes collaborative learning in their
learning sessions and complementing learning at home with the help of the
family. This highlights the application of the contributions of:
to. Jean Piaget
b. Lev Vygotsky
c. Jerome Bruner
d. David Ausubel
118. The educational process cycle considered as pedagogical and psychological
conditions that students have as evolutionary development. This way of
conceiving the achievement of learning from a perspective of continuity is based
on the approaches:
to. Jerome Bruner
b. Lev Vygotsky
c. David Ausubel
d. Jean Piaget
119. Need psycho principle of development of communication and
accompaniment of learning, indicating that the interaction between students and
their teachers, their peers, their environment, occurs mainly through language.
This approach is considered part of:
to. Skinner operant learning
b. The vicar, social and learning modeling Bandura
c. Vygotsky's sociocultural theory
d. The theory of meaningful learning of David Ausubel
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
120. Professor Roberto to develop their lesson on polygons, given a sheet and
ask them to draw pictures of geometric shapes present in objects in their
environment, and from that build new learning. Roberto is taking contributions
from:
to. Skinner operant learning
b. The vicar, social and learning modeling Bandura
c. Vygotsky's sociocultural theory
d. The theory of meaningful learning of David Ausubel
121. En la sesión de aprendizaje sobre Relaciones métricas el docente Pedro
muestra a los estudiantes una maqueta sobre un terreno rectangular dividido en
forma diagonal por un canal de regadío. Realiza preguntas de exploración sobre
el contexto en el que se desarrolla la situación presentada en la maqueta y sobre
conceptos previos relacionados al tema. El Profesor al finalizar el compartir de
ideas hace la pregunta ¿Cómo determinar la longitud de la parte del canal que
atraviesa dicho terreno? Los estudiantes asimilan la pregunta pero se crea una
situación que debe ser resuelta. Los estudiantes están motivados pues
representa un desafío de ser superado.
Podemos concluir que esta pregunta desequilibró la estructura de los
estudiantes, y en vista a que el docente con mucha atención a las
particularidades de cada estudiante no descuide la motivación al ofrecer las
herramientas y conocimientos necesarios para resolver la situación planteada.
Finalmente con los esquemas incorporados pudo darle respuesta a la pregunta
inicial, asegurándose el reequilibrio mental y la organización de su estructura
cognitiva, permitiéndole ahora responder a situaciones parecidas o retadoras
que pongan en evidencia el aprendizaje logrado.
En esta situación planteada se pone en evidencia los aportes de:
a. La teoría del aprendizaje vicario, social y por modelamiento de Bandura
b. La teoría psicogenética de Jean Piaget
c. La teoría sociocultural de Vigotsky
d. La teoría del aprendizaje significativo de David Ausubel
122. La I.E. Nº 326 reconoce que los estudiantes cuentan con un conjunto de
esquemas mentales y biológicos que conforman su estructura mental. Esto le
permite interactuar con el aprendizaje a nivel mental, de forma activa, individual.
Es decir los docentes de la comunidad educativa han considerado valioso los
aportes de:
a. La teoría del aprendizaje vicario, social y por modelamiento de Bandura
b. La teoría psicogenética de Jean Piaget
c. La teoría sociocultural de Vigotsky
d. La teoría del aprendizaje significativo de David Ausubel
123. El profesor Antonio realiza la sesión de conjuntos, planteando preguntas
sobre los géneros musicales como ejemplos previos de la idea de agrupación,
presentando una situación problemática de su entorno e incorporando saberes
que le permitan resolver la situación problemática, logrando de esta manera un
aprendizaje significativo y aplicable a situaciones similares. Esta relación la
estableció de manera no arbitraria y sustantiva, respetando los intereses y
expectativas de sus estudiantes.
El profesor Antonio manifiesta haber apoyado su labor en:
a. La teoría del aprendizaje vicario, social y por modelamiento de Bandura
b. La teoría psicogenética de Jean Piaget
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
c. La teoría sociocultural de Vigotsky
d. La teoría del aprendizaje significativo de David Ausubel
124. La profesora Lourdes antes de realizar su sesión ha preparado material
didáctico acorde al desarrollo cognitivo y evolutivo de sus estudiantes
guardando coherencia con el propósito de aprendizaje, organizado y bien
estructurado. En su planificación ha considerado elementos motivacionales
necesario para permitirle al estudiante centrar su interés en el propósito de
aprendizaje.
Lourdes está valorando las ideas de:
a. La teoría del aprendizaje vicario, social y por modelamiento de Bandura
b. La teoría psicogenética de Jean Piaget
c. La teoría sociocultural de Vigotsky
d. La teoría del aprendizaje significativo de David Ausubel
125. La profesora Miriam valora mucho las ideas previas relevantes que el
estudiante posee con respecto al tema a tratar, denominados inclusores previos.
Este aspecto valorado corresponde a la idea de:
a. Los andamiajes propuesto por Jerome Bruner
b. La teoría de los anclajes propuesto por David Ausubel
c. La teoría psicogenética propuesta por Jean Piaget
d. La teoría del aprendizaje por descubrimiento de Jerome Bruner
126. Gracias a esta propuesta nacen las diversas propuestas de organizadores
visuales tales como los mapas conceptuales de Novak, los mapas mentales de
Tony Buzán, entre otros.
a. La teoría del aprendizaje vicario, social y por modelamiento de Bandura
b. La teoría psicogenética de Jean Piaget
c. La teoría sociocultural de Vigotsky
d. La teoría del aprendizaje significativo de David Ausubel
127. El proyecto Curricular de la I.E. Nº 21014 organiza la adquisición de
competencias básicas que aseguren otras cada vez complejas, favoreciendo el
desarrollo integral y continuo. Eso quiere decir que se vuelve constantemente a
retomar y a niveles cada vez más elevados las competencias básicas de cada
área.
Esta concepción de articulación, se respalda en:
a. Currículo en espiral de Bruner
b. El concepto de andamiaje de Bruner
c. El concepto de anclaje de Ausubel
d. El concepto de organizados previo de Ausubel
128. La profesora Marita, profesora de Ciencia, Tecnología y Ambiente,
promueve situaciones de aprendizaje donde incorpora actividades que le
permitan al estudiante aprender no presentándole el aprendizaje en su forma
final, es por ello que trabaja con experimentos que favorecen la indagación e
impulsando al estudiantes a resolver problemas y transferir lo aprendido.
Lo anterior hace referencia al:
a. Aprendizaje vicario
b. Aprendizaje por descubrimiento
c. Aprendizaje receptivo
d. Aprendizaje mecánico
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
129. El profesor Pedro al realizar su clase de matemática, realiza su sesión de
aprendizaje de forma expositiva presentando la información desde una
perspectiva no arbitraria y sustantiva. Esto genera aprendizajes significativos en
vista a que existe un interés pleno por parte de los estudiantes en asimilar
mencionados conocimientos para la solución de las situaciones planteadas al
inicio de la clase.
Sin embargo el profesor Martín al realizar su clase de Ciencia y Ambiente
estructura una secuencia de actividades experimentales sin ninguna relación con
el propósito de aprendizaje de modo sustantivo, sino presionado, acomodado
arbitrariamente, y a pesar de propiciar el descubrimiento de relaciones a partir de
las actividades planteadas, los estudiantes no logran desarrollar aprendizajes
significativos, y no logran responder a la situación inicial de la clase.
Estos casos planteados, son una muestra de las aclaraciones realizadas por:
a. Jean Piaget
b. Lev Vigotsky
c. Jerome Bruner
d. David Ausubel
130. En el círculo de interaprendizaje de los docentes del área de Matemática
de la Institución Educativa Nº 21014, preocupados por el hecho de que lo
estudiantes no manifiestan logros de aprendizaje sustantivos en el área,
investigan sobre material referente a su preocupación y encuentran una
información valiosa sobre la relación del aprendizaje de los estudiantes y sus
formas de procesar la información.
Esta información indica que el ser humano pasa por una etapa en donde se
valora el aprendizaje por medio de la acción directa con el medio. Luego se pasa
por etapa en donde el aprendizaje se da en función a las representaciones e
imágenes, haciendo uso de su imaginación, para posteriormente el aprendizaje
supera la acción y la imaginación, y se vale de símbolos para representar el
mundo, desarrollando el pensamiento abstracto, y la capacidad de hipotetizar.
Esta información conforma las ideas básicas de:
a. La teoría de los estadios de Jean Piaget
b. La teoría de la categorización o representaciones de Bruner
c. La teoría del lenguaje de Vigotsky
d. La teoría del aprendizaje significativo de Ausubel
131. La Institución Educativa Héroes del Perú, está en una situación muy
preocupante y es de notable materia de reflexión por parte de los docentes. En el
análisis de la situación manifestada por los estudiantes se analizan casos de
violencia, actitudes delincuenciales, entre otros.
Con la finalidad de dar respuesta a esto los docentes proponen una educación
que esté pensada en la colectividad, al servicio del bien común.
Para esto se ofrece una educación al servicio del trabajo, presentándolo como
una buena opción y un valor en el individuo.
Se promueve como alternativas para la corrección la presión grupal fomentando
el desarrollo moral.
Es necesario el disciplinamiento que nace de la idea del logro de la meta común
por parte de la comunidad.
La incorporación de tareas de estilo conductista para el establecimiento de la
moralidad.
Una vez superadas estas situaciones es necesario retomar la individualidad, el
respeto por la diferencias.
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
Las ideas a tomar por parte de la colectividad magisterial conforman los pilares
de la propuesta de:
a. Montessori
b. Piaget
c. Skinner
d. Makarenko
132. La profesora Luz ha basado su modelo de enseñanza en la importancia
del ambiente educativo, el amor y el niño. Considera que nadie puede ser libre
sino se le enseña a ser independiente. Su preocupación de permanecer como
una observadora consciente y estar en continuo aprendizaje y desarrollo
personal, que le permita estar al servicio de sus alumnos, cultivando la humildad,
hacen de esta maestra un docente destacable.
Esta profesora a tenido la inspiración de su trabajo en el modelo educativo de:
a. Montessori
b. Piaget
c. Skinner
d. Makarenko
133. El profesor Joel considera que sus estudiantes aprenden y recuerdan
más en la medida que se acerca de lo que hacen y dicen. Es notorio de Joel ha
revisado la representación de la profundad del aprendizaje realizado con la ayuda
de diversos medios, propuesto por:
a. Bloom en su taxonomía
b. Skinner en su modelo de instrucción
c. Edgard Dale en su cono del aprendizaje
d. Jerome Bruner con su modelo de currículo
134. Si en la I. E. Nº 695 se considera que la inteligencia es la capacidad de
ordenar los pensamientos y coordinarlos con las acciones, siendo de diferentes
tipos. Por ellos desarrolla programas que atienden a la diversidad de intereses,
haciendo de la escuela un lugar de predilección por el estudiante en donde
manifiesta sus intereses.
La I. E. ha asumido:
a. La teoría de las Inteligencias múltiples de Gardner
b. La teoría de la inteligencia emocional de Goleman
c. La teoría del aprendizaje significativo de David Ausubel
d. La teoría del aprendizaje programado de Gagné
135. El profesor Enrique considera que es importante cultivar en los
estudiantes la capacidad de reconocer los sentimientos propios y ajenos para lo
cual ofrece a sus estudiantes situaciones que permiten manejar adecuadamente
situaciones a partir de casos presentados. Estas ideas de Enrique se respaldan
en:
a. La teoría de las Inteligencias múltiples de Gardner
b. La teoría de la inteligencia emocional de Goleman
c. La teoría del aprendizaje significativo de David Ausubel
d. La teoría del aprendizaje programado de Gagné
136. Los profesores de la I.E. Nº 326 consideran a la inteligencia como un
conjunto de funciones cognitivas básicas, que pueden ser modificables, debido a
que los seres humanos somos modificables, buscando fomentar la
CEGECAR – BARRANCA SIRVIENDO AL MAGISTERIO DE TODO CORAZÒN
responsabilidad de padres y profesores, considerando el aprendizaje mediado.
Estos planteamientos aluden a las ideas de:
a. La teoría de las Inteligencias múltiples de Gardner
b. La teoría de la modificabilidad cognitiva de Feuerstein
c. La teoría del aprendizaje significativo de David Ausubel
d. La Pedagogía de Paulo Freire
137. El profesor Mario concibe a la educación como el medio indispensable
para que el estudiante ser forme, proponiendo en cada sesión de aprendizaje
situaciones que emanen de sus vivencias que constantemente enfrenta en lo
cotidiano, problematizando su vida para que se dé cuenta de lo que requiere y
lograr la transformación. Mario entonces respalda su trabajo en:
a. La teoría de las Inteligencias múltiples de Gardner
b. La teoría de la modificabilidad cognitiva de Feuerstein
c. La teoría del aprendizaje significativo de David Ausubel
d. La Pedagogía de Paulo Freire
top related