PrepTest 124, Section 3, Question 7
Educator: Only those students who are genuinely curious(52 more words not shown)
Which one of the following(6 more words not shown)
- Arequires for the(13 more words not shown)
- Bnecessitates the creative(12 more words not shown)
- Cis to focus(11 more words not shown)
- Dis facilitated by(7 more words not shown)
- Ebecomes easier if(9 more words not shown)
Reading the argument
The teacher can't just explain the material and hope the students absorb it. According to this educator, students have to be curious about a topic to learn it successfully.
That doesn't mean curiosity guarantees learning. A student could be interested and still have trouble understanding. But without curiosity, the required starting point is missing. Almost no child arrives curious enough about everything the teacher needs to cover.
So part of the teacher's job must be helping that curiosity develop. The teacher needs to get students interested in questions they weren't already asking, then help them find the answers. Merely satisfying the interests they bring into class would leave some required material out of reach.
What we’re looking for
We're completing the educator's argument. My prediction is that teaching includes making students curious, as well as helping them learn about the things that interest them. Keep the missing ingredient in view when the answers get wordy.
Working the answers
- ACorrect
Translate the two parts. “Stimulation” means getting curiosity going. “Satisfaction” means helping students learn what they are curious about. The teacher needs both because successful learning requires curiosity and students don't arrive with enough of it for the whole curriculum. This says exactly what we predicted, in more formal language.
- B
Outside rewards are a new idea. Perhaps a reward could help interest a student, but we haven't been told that it will, much less that teachers must use such rewards. Wanting a prize and wanting to understand a topic aren't automatically the same thing. The passage establishes a need for curiosity, not this particular method of creating it.
- C
The teacher does need to reach topics students don't initially find interesting. But why make those the primary focus? The argument concerns how students become able to learn the required material, not how teachers should divide their time between interesting and uninteresting topics. Focusing on a topic doesn't itself supply the missing curiosity.
- D
Taking responsibility might help students learn, but the educator hasn't established that connection. We need a conclusion about the curiosity that is missing when students arrive. D substitutes a different quality without showing that it solves that problem.
- E
Learning that some work isn't enjoyable doesn't establish curiosity about that work. A student could accept that a class will be unpleasant and remain completely uninterested. The educator's requirement would still be unmet. E doesn't follow from the account of what successful learning requires.
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