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Royal University of Phnom Penh Foundations of EducationInstitute of Foreign Languages Lecturer: Pang Samarnh (PSH)e!artment of English "cademic #ear: $%&'&

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. MATCH NG

A. Divergent thinking B. Affective side C. Generalization D. Formalism

E. Accountability F. Progressive education G. Concetualization !. "cientific method

#. Cometency testing $. %alues &. Cooerative learning

&. +he systematic and controlled /asis for ma0ing generali1ed statements inscienti2c e3!lanations. +he !rocesses of inductive and deductive reasoningare /oth involved. First4 a num/er of facts a/out a natural !henomenon are

o/served. +hen4 /y an inductive reasoning4 a tentative e3!lanation o f thefacts is e3!ressed (i.e.4 inductive reasoning). +his tentative e3!lanation iscalled a hy!othesis. +he hy!othesis is used as the /asis of the !rediction o fthe outcome of an a!!ro!riate e3!eriment or o/servation. eductive logic isused to ma0e such a !rediction. +he study5e3!eriment is done (or ano/servation is recorded5made) in order to see if the !redicted results indeedoccur. +hat 6ould add credence to the hy!othesis. If the !rediction is notcon2rmed4 the hy!othesis is re7ected. 8. F. S0inner o9ered a variation of hiso6n. If4 in the midst of research4 one encounters some une3!ected noveldata4 dro! the former !lans and study the ne6 !henomenon. In summary4the scienti2c method involves &. identifying a !ro/lem(s)4 $. o/servation4 .

formulating a hy!othesis(es)4 '. o/servation4 . verifying4 modifying4 orre7ecting the hy!othesis(es)4 and ;. re!eating ste!s and ' until a solutionto the !ro/lem is !resented.

$. a !rofessional understanding that an educator should /e a/le to at leastver/ally e3!lain his5her actions 6ith regard to any as!ects of 7o/!erformance.

. +he tendency to res!ond the same 6ay to a grou! of di9erent stimuli/ecause of some degree of similarity among these stimuli. In education4 it isthe a/ility of a student to formulate ne6 information and conclusions from!ast and !resent 0no6ledge.

'. ,ne. " mental thought4 o!inion4 or idea formed /y ma0ing generali1ations from

!articulars. ,ne generates ?uestions in one

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@. " strong and e3cessive em!hasis on out6ard a!!earance or form instead ofcontent or meaning.

A. " ty!e of learning /ased on the notion that students can learn from eachother /y coordinating5net6or0ing e9orts in a format that !romotes thee3change of dialogue and ideas. 8rainstorming together is one ty!e of it.

&%. +he style of thin0ing in 6hich the individual considers a variety of !ossi/le

!ro/lem solutions. In this4 one=s thought !rocesses are not con2ned to linear!aths (as in deductive logic).&&. +he testing of studentBs a/ility to !erform s!eci2c tas0s at a certain s0ill

level and to !erform such tas0s 6ith accuracy.

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QUEST ONS

&. E3!lain the follo6ing statement4 Cevelo!ing a !hiloso!hy or ideology a/outteaching re?uires that 6e thin0 most s!eculatively4 reDectively4 andsystematically a/out the universe and the human relationshi! to thatuniverse. (P. A)......

$. Ghy is a !hiloso!hical stance im!ortant for a teacher (P. A)

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. Ghat did most idealists /elieved (P. '%)..

'. escri/e the inDuence of idealism on classroom environment. (P. '%)........

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. Ho6 6ould an idealist teacher deal 6ith student. Ghy are s!orts im!ortant in idealism (P. '&)....

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@. Ghat do realists /elieve (P. '&)..

A. Ghat is the crucial !oint (cru3) of realism (P. '&)..

&%. Ghat did Horace ann 6rite a/out education (P. '&)....

&&. escri/e the inDuence of realism on education. (P. '&)..........

&$. E3istentialism is the most diJcult !hiloso!hical stance to de2ne for severalreasons. Ghat are they (P. '$)............

&. ichalson distinguished e3istentialism from other !hiloso!hies as /eing Ba6ay of life 6hich involves one. Ghat do the curricula of !rogressivism em!hasi1e (P. ')..

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&@. Ghat 6as !rogressivism /ased on (P. '@)....

&A. escri/e 6hat Gilliam Heard Kil!atric0

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$>. Ghat is the !rimary focus of essentialist education (P. %&)....