Separata de capacitacion cegecar el constructivismo.lic vizcarra - en ingles 2015

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


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.





11. A typical example is suction finger itself, or other objects as substitute

suction nipple.





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.






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.




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".





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



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.






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.





19. The child understands that the amount is the same (eg a liter of water) in

containers of very different shapes.





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.





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.





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.


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


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.


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


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.




d) Functionality


51. This is a condition of emotional and attitudinal dispositions, where the

teacher can only influence through motivation.




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


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:





54. Kevin is a child who understands abstract concepts such as "government",

"country", "mammal". Then Kevin is developing the kind of meaningful learning

called:





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:





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.






57. type of learning that is obtained when the new concept has the same status

as the known.





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:


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


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


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


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


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



d) Musical


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



d) Musical

82. type of intelligence that relates to the profile of Economists, engineers,

scientists, etc.

a) Space



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


d) Musical

85. type of intelligence that relates to the profile of artists, photographers,

architects, designers, publicists, etc.

a) Naturalist

b) Space


d) Musical

86. type of intelligence that involves the ability to listen, sing, play instruments

a) Naturalist


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


c) Musical


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


b) Naturalist


d) Interpersonal

97. type of intelligence that relates to the profile managers, teachers,

psychologists, therapists.

a) Intrapersonal


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


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


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


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.


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


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:




d. The theory of meaningful learning of David Ausubel


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:




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:





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:






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:





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.





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


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.


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:


b. La teoría de la inteligencia emocional de Goleman


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


responsabilidad de padres y profesores, considerando el aprendizaje mediado.

Estos planteamientos aluden a las ideas de:


b. La teoría de la modificabilidad cognitiva de Feuerstein


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:


b. La teoría de la modificabilidad cognitiva de Feuerstein


d. La Pedagogía de Paulo Freire