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Introduction To Interdisciplinary Studies 1st Edition Repko Test Bank Download

The document provides sample examination questions for Chapter 3 of the textbook "Introduction to Interdisciplinary Studies" organized according to Bloom's taxonomy. The questions cover key terms and concepts from the chapter, including perspective taking, critical thinking, disciplinary bias, metacognition, intellectual autobiography, and service learning. The questions also address how exposure to interdisciplinarity fosters capacities like systems thinking, intellectual dexterity, and critical examination.

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291 views

Introduction To Interdisciplinary Studies 1st Edition Repko Test Bank Download

The document provides sample examination questions for Chapter 3 of the textbook "Introduction to Interdisciplinary Studies" organized according to Bloom's taxonomy. The questions cover key terms and concepts from the chapter, including perspective taking, critical thinking, disciplinary bias, metacognition, intellectual autobiography, and service learning. The questions also address how exposure to interdisciplinarity fosters capacities like systems thinking, intellectual dexterity, and critical examination.

Uploaded by

Frank Johnson
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

Introduction to Interdisciplinary
Studies 1st Edition Repko Test Bank
Full download at link: https://testbankpack.com/p/test-bank-
for-introduction-to-interdisciplinary-studies-1st-edition-repko-
szostak-buchberger-1452256608-9781452256603/

Examination Questions for Chapter 3: The


Interdisciplinary Studies “Cognitive Toolkit”
The questions for this chapter are divided into categories that correspond to the levels of
learning in Bloom’s taxonomy as modified by Anderson et al. (2000) as follows:

Level 1: Remembering or recalling factual information (such as definitions of key terms)


Level 2: Understanding key concepts and theories (that are foundational to the field such
as perspective taking)
Level 3: Applying concepts to specific situations that are hypothetical or real world
Level 4: Analyzing (a text or case or hypothetical situation to identify its parts and explain
its meaning)
Level 5: Evaluating (a text or case or hypothetical situation to see if it meets certain
criteria).

Organizing questions in this way allows you to determine the degree of difficulty of the
quiz or exam.

The types of questions include multiple choice and short response. The wording of each
question and the correct response to it corresponds closely to the wording in the text. Each
question is accompanied by a page reference for two purposes: to enable you to easily
reference the source of the question, and to enable students to do likewise when reviewing
the exam. Experience has shown that this approach greatly reduces student complaints
about the fairness of a question and the validity of the correct response.

CHAPTER 3
Level 1: Remembering or recalling factual information

A 1. The intellectual capacity to view a problem or subject or artifact from


alternative viewpoints, including disciplinary ones, in order to develop a
more comprehensive understanding of it is called (p. 50)
a. Perspective taking.

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

b. Critical analysis.
c. Personal opinion.

C 2. The capacity to analyze, critique, and assess is called (p. 51)


a. Taking perspective.
b. Forming an opinion.
c. Critical thinking.

B 3. The ability to speak to (if not from) a broad spectrum of knowledge and
experience is called (p. 52)
a. Systems thinking.
b. Intellectual dexterity.
c. Creative thinking.
A 4. Favoring one discipline’s understanding of the problem at the expense of
competing understandings of the same problem offered by other
disciplines is called (p. 53)
a. Disciplinary bias.
b. Personal opinion.
c. Perspective taking.

C 5. Allowing your own point of view (e.g., your politics, faith tradition,
cultural identity) to influence how you understand or approach the
problem is called (p. 53)
a. Disciplinary bias.
b. Critical thinking.
c. Personal bias.

A 6. The awareness of your own learning and thinking processes, often


described as “thinking about your thinking” is called (p. 57)
a. Metacognition.
b. Personal bias.
c. Thinking outside the box.

B 7. The story of your academic or intellectual journey told from your point of
view is called (p. 58)
a. Metacognition.
b. An intellectual autobiography.
c. Personal bias.

C 8. Directing your attention inward, causing you to examine the assumptions


and premises you have used to construct the logical argument presented
in your work is called (p. 58)
a. Personal bias.
b. Metacognition.
c. “Strong sense” critical thinking.

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

A 9. A teaching and learning strategy that integrates meaningful community


service with instruction and reflection to enrich the learning experience,
teach civic responsibility, and strengthen communities is called
a. Service learning.
b. Community engagement.
c. Metacognition.

C 10. Self-conscious, careful thinking about your behavior and beliefs, why you
made certain choices at various points, and how these choices have
affected the outcome is called (p. 56)
a. Perspective taking.
b. Critical examination.
c. Self-reflection.
C 11. A collection of your work, which is gathered in a form that can be shared
with an audience is called (p. 59)
a. An autobiography.
b. A literature review.
c. A portfolio.

12. Identify 5 of the 8 intellectual capacities that repeated exposure to


interdisciplinarity fosters: (pp. 50-55)
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________

13. Identify 3 of the 4 skills that repeated exposure to interdisciplinarity


fosters: (pp. 56-57)
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________

14. The intellectual capacities, values, traits, and skills discussed in Chapter 3
are empowering in three ways. Identify these and briefly explain each
one. (p. 57)
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________

15. Chapter 3 discusses three ways that interdisciplinary studies contributes


to the development of critical thinking that differ from disciplinary
approaches. Briefly identify these. (pp. 51-52)
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

Level 2: Understanding key concepts and theories

B 1. In the context of interdisciplinary studies, this intellectual capacity is a


positive attitude that recognizes the limits of one’s training and expertise
and seeks to overcome these limits by drawing on expertise from multiple
disciplines. (p. 54)
a. Tolerance of ambiguity.
b. Humility.
c. Civic engagement.

A 2. Which of the following best describes the interdisciplinary skill of


“thinking outside the box?” (p. 57)
a. Ask yourself how conflicting insights into the problem might both be right in
some sense.
b. Ask yourself if you are aware of your own learning and thinking processes.
c. Ask yourself if your disciplinary bias is coloring your analysis of the
problem.

Level 3: Applying concepts to specific situations that are hypothetical or real world

B 1. The increasing turnover in the job market is a reality that you, as an


interdisciplinary student, can turn to your advantage by (p. 59)
a. Emphasizing your disciplinary training.
b. Recognizing that an interdisciplinary education by definition does not silo you
into one career path.
c. Avoiding those jobs and careers that are characterized by high turnover.

C 2. Reflecting on “The Fable of the Elephant House,” the absence of this


interdisciplinary skill doomed the project to failure: (p. 57)
a. Empathy.
b. Civic engagement.
c. Metacognition.

C 3. The painting “Two Men and a Donkey” illustrates the importance of this
key interdisciplinary concept: (p. 50)
a. Metacognition.
b. Systems thinking.
c. Perspective taking.

B 4. Interdisciplinary studies fosters this intellectual capacity which is at the


heart of the interdisciplinary process and involves critically evaluating
disciplinary insights and locating their sources of conflict, creating
common ground among them and constructing a more comprehensive

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

understanding of the problem. This capacity is (p. 52)


a. Empathy.
b. Integration.
c. Self-reflection.

C 5. In her design work, Maya Lin was confronted with conflicts of all kinds
including contrasting views on the meaning of the war and how best to
memorialize the dead. Trying to find common ground amidst all of this
conflict was a daunting challenge. In the end, Lin decided that common
ground should be expressed in physical form as
a. A memorial located on the National Mall in Washington D.C.
b. A list of names carved into stone of those killed in the war.
c. A literal “cutting open the earth—an initial violence that heals in time but leaves
a memory, like a scar.”

A 6. Maya Lin embraced this interdisciplinary value which did not permit her
to use the memorial as a vehicle for publicizing her personal view of the
Vietnam War: (pp. 53-54)
a. Ethical consciousness.
b. Critical thinking.
c. Integration.

B 7. The great value of interdisciplinary studies is that it challenges us to


confront difference but to do so in a way that respects different
viewpoints. This value, needed especially in collaborative learning and
research contexts, is (p. 54)
a. Metacognition.
b. Appreciation of diversity.
c. Critical analysis.

Level 4: Analyzing (a text or case or hypothetical situation to identify its parts and
explain its meaning)

B 1. The primary and overall objective of Chapter 3 is to (p. 48)


a. Critically analyze Maya Lin’s Vietnam Memorial.
b. Introduce you to the “cognitive toolkit” of interdisciplinary studies.
c. Explain the benefits of civic engagement.

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

A 2. Diane Halpern states, “Better thinking is not a necessary outcome of


traditional discipline-based instruction. However, when thinking skills
are explicitly taught for transfer, using multiple examples from several
disciplines, students can learn to improve how they think in ways that
transfer across academic domains.” The point she is making is that (p.
52)
a. Interdisciplinary studies shifts one’s focus from a narrow disciplinary
context to a broader interdisciplinary context.
b. Traditional discipline-based instruction is superior to interdisciplinary-
based instruction.
c. Abstract thinking is superior to concrete thinking.

B 3. The drawing of a woman holding a torch in this chapter was used as an


example of thinking characterized by mental adaptability and flexibility.
The person who can conceptualize or generalize and understand that a
concept may have different meanings in different disciplinary contexts
demonstrates
a. Concrete thinking.
b. Abstract thinking.
c. Systems thinking.

Level 5: Evaluating (a text or case or hypothetical situation to see if it meets certain


criteria)

A 1. “I do not choose to overlay personal commentary on historical facts. I am


interested in presenting factual information, allowing viewers the chance
to come to their own conclusions,” Maya Lin writes of her approach to
designing the Vietnam Memorial. Her approach models the intellectual
capacity of (pp. 50-51)
a. Perspective taking.
b. Critical interdisciplinarity.
c. Empathy.

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