PRACTICAL RESEARCH 3RD QTR EXAM

PRIMARY INSTRUMENT

the person making the inquiry ( s/he is the meaning-maker )

COGNITION

all forms of knowing and awareness

FORMS OF KNOWING AND AWARENESS

perceiving, conceiving, remembering, reasoning, judging, imagining, and problem solving

AFFECT

any experience of feeling or emotion

CONATION

the proactive part of motivation that connects knowledge, affect, drives desires, and instincts to behavior

INTELLIGENCE

the ability to learn about, learn from, understand, and interact with one’s environemnt

JEAN PIAGET

swiss biologist and psychologist who pioneered the study of cognitive development

COGNITIVISM

emphasizes internal mental processes, such as memory, thinking, and problem-solving .. views learning as an active process of organizing and interpreting information

SELF-EFFICACY

belief in one’s ability to succeed in specific situations

PIAGET’S THEORY OF COG DEV

how children actively construct their understanding of the world

VYGOTSKY’S SOCIOCULTURAL THEORY

the role of social interactions, cultural context, and language in cogdev

ZONE OF PROXIMAL DEVELOPMENT

emphasizes the range of tasks a learner can perform with guidance

INTRINSIC MOTIVATION

engaging in activities for their inherent satisfaction or enjoyment

( curiosity, challenge, and interest )

EXTRINSIC MOTIVATION

engaging in activities to earn rewards or avoid punishments

PHYSIOLOGICAL NEEDS

basic biological needs: food, water, and shelter

SAFETY NEEDS

security, stability, and protection from harm

BELONGINGNESS AND LOVE NEEDS

social connections, relationships, and acceptance

ESTEEM NEEDS

recognition, achievement, and respect from others

SELF-ACTUALIZATION

fulfilling one’s potential and pursuing personal growth and self-improvement

DIFFERENTIATION

adapting instruction to accommodate diverse learning needs and preferences

SCAFFHOLDING

providing support and guidance to help students accomplish tasks within their zone of proximal development

CREATING A POSITIVE LEARNING ENVIRONMENT

fostering a supportive, inclusive, and engaging classroom that promotes motivation and learning

FORMATIVE ASSESMENT

ongoing assessments used to monitor student progress

SUMMATIVE ASSESSMENT

evaluations conducted at the end of a learning period to measure student achievement

EFFECTIVE FEEDBACK

timely feedback that focuses on strengths and areas for improvement

THEORY OF MIND

understanding that others have intentions, desires, beliefs, perceptions, and emotions different from one’s own

QUANTITATIVE RESEARCH

numeric data

QUALITATIVE RESEARCH

• inquire into people’s experiences, how they make sense of & interpret these experiences

• subjectivity of researcher

AMELIE

depiction of social isolation, fragmentation of personal identity, and longing to be whole, to reach out, to belong.

PLAGIARISM

the act of using someone else’s work, ideas, or expressions without proper attribution

VERBATIM

marking quotations using either quotation marks or indentation and to fully reference the sources cited

CUTTING AND PASTING

information must be adequately referenced and included in the bibliography

PARAPHRASING

rewording wo credit

COLLUSION

unauthorized collaboration

INNCURATE CITATION

incorrectly citing sources

FAILURE TO ACKNOWLEDGE

not giving credit for help received

USE OF PROFESSIONAL MATERIAL

outsourcing your work to professionals and submitting material written by others

AUTO-PLAGIARISM

reusing work that has already been submitted

COGNITIVE BIAS

patterns of deviation from rationality in judgement, where individuals create their own subjective reality

ANCHORING BIAS

the tendency to rely heavily on the first piece of information encountered when making decisions

CONFIRMATION BIAS

the tendency to search for, interpret, favor, and recall information that confirms one’s preexisting beliefs or hypotheses

HALO EFFECT

the tendency for an individual’s positive or negative traits to influence the perception of their other attributes

ATTRIBUTION BIAS

tendency to attribute success to internal factors while attributing failure to external factors

ADOLESCENT EGOCENTRISM

Assumption that everyone else shares one’s thoughts, feelings, and concerns.

IMAGINARY AUDIENCE

the belief that others are constantly observing and evaluating one’s appearance, behavior, and thoughts

PERSONAL FABLE

the belief that one is unique and invulnerable, leading to an exaggerated sense of personal uniqueness and destiny

DUNNING-KRUGER EFFECT

the phenomenon where individuals with low ability in a particular domain overestimate their skill level, while those with high ability may underestimate theirs

SOCIAL DESIRABILITY BIAS

the tendency to respond in a manner deemed socially acceptable rather than expressing one’s true thoughts or feelings

OSTRICH BIAS

the tendency to avoid negative or threatening information by pretending it doesnt exist

BANDWAGON EFFECT

the tendency for individuals to adopt certain behaviors, beliefs, or attitudes because other around them are doing so

NEGATIVITY BIAS

the tendency to focus more on negative experiences or info over positive ones

OPTIMISM BIAS

tendency to believe that negative events are less likely to happen to oneself compared to others, while positive events are more likely

( 1 ) ESSENTIALS IN IN-DEPTH INTERVIEWING

1.) focusing on a specific interview topic

( 2 ) ESSENTIALS IN IN-DEPTH INTERVIEWING

2.) designing an interview schedule

( 3 ) ESSENTIALS IN IN-DEPTH INTERVIEWING

3.) facilitating and documenting an interview

( 4 ) ESSENTIALS IN IN-DEPTH INTERVIEWING

analyzing research data from an interview

( 1 ) ELEMENTS OF GOOD INTERVIEWING

1.) the quality of questions

( 2 ) ELEMENTS OF GOOD INTERVIEWING

2.) rapport building, warm interviewing style

( 3 ) ELEMENTS OF GOOD INTERVIEWING

3.) interview facilitation : question-ordering, question-posing skills, probing skills

( 4 ) ELEMENTS OF GOOD INTERVIEWING

4.) accuracy and faithfulness of the documentation to the actual interview

( 1 ) COMPONENTS OF A RESEARCH INTERVIEW

1.) good questions

( 2 ) COMPONENTS OF A RESEARCH INTERVIEW

2.) proper question order

( 3 ) COMPONENTS OF A RESEARCH INTERVIEW

3.) interviewer behavior

( 4 ) COMPONENTS OF A RESEARCH INTERVIEW

interviewee behavior

( 1 ) INTERVIEWER BEHAVIOR

1.) person oriented

( 2 ) INTERVIEWER BEHAVIOR

2.) task oriented

( 3 ) INTERVIEWER BEHAVIOR

3.) an effective research interviewer is capable of being both

Can you describe a specific instance when you had to refactor a legacy codebase? What changes did you implement to improve its maintainability and performance, and how did you measure the success of these changes?

Describe a time you had to refactor a legacy codebase. What changes did you make, and how did you measure their success?

Can you describe a complex engineering problem you encountered? What methodologies did you use to diagnose the issue and implement a solution, and how did you verify the problem was fully resolved?

Share an example of a complex engineering problem you faced, its resolution, and how you ensured it was fully resolved.

Can you explain a situation where you experienced conflict with a team member over a project's approach? How did you resolve it, and what specific communication techniques did you use to ensure a positive outcome?

What’s a situation where you experienced conflict with a team member over a project's approach? How was the conflict resolved, and what helped the situation turn out positively?

SENSORIMOTOR

0-2 yrs .. reflexes, senses, movement, actions on environment

PREOPERATIONAL

when kid starts talking ( 7 ) .. develops language and begins to use symbols to represent objs

CONCRETE OPERATIONAL

early adolescence ( 11 ) .. can think logically abt concrete problems

FORMAL OPERATIONAL

adolescence - adulthood .. can think hypothetically and deductively

OBJECT PERMANENCE

objects exist in the environment whether they are perceived or not

GOAL-DIRECTED ACTIONS

deliberated actions toward a goal

OPERATIONS

actions that are carried out and reversed mentally rather than physically

SEMIOTIC FUNCTION

The ability to use symbols— language, pictures, signs, or gestures—to represent actions or objects mentally.

REVERSIBLE THINKING

Thinking backward, from the end to the beginning

CONSERVATION

Principle that some characteristics of an object remain the same despite changes in appearance

DECENTERING

Focusing on more than one aspect at a time.

EGOCENTRIC

Assuming that others experience the world the way you do

CONCRETE OPERATIONS

Mental tasks tied to concrete objects and situations

IDENTITY

Principle that a person or object remains the same over time

COMPENSATION

The principle that changes in one dimension can be offset by changes in another.

REVERSIBILITY

the ability to think through a series of steps, then mentally reverse the steps and return to the starting point; also called reversible thinking.

CLASSIFICATION

Grouping objects into categories.

SERIATION

Arranging objects in sequential order according to one aspect, such as size, weight, or volume

HYPOTHETICO-DEDUCTIVE REASONING

problem solving strategy in which an individual begins by identifying all the factors that might affect a problem and then deduces and systematically evaluates specific solutions.