Question 16

The student didn't use the ruler to reach the pencil.

Functional fixedness prevented the student from considering the ruler as a tool to retrieve the pencil, limiting their ability to find a solution.

A) The student didn't use the ruler to reach the pencil.

This option is correct because it highlights how the student's preconceived notion of the ruler's purpose restricted their thinking. Instead of viewing the ruler as an object that could help retrieve the pencil, they likely saw it solely as a measuring tool, thus failing to utilize it effectively.

B) The student didn't stretch far enough to reach the pencil.

This option is incorrect as it suggests a physical limitation rather than a cognitive one. The problem at hand is related to the student's mental block, not an inability to physically reach the pencil.

C) The student failed to prepare by having extra pencils.

This option is also incorrect. While having extra pencils could be beneficial, it does not address the specific situation where the student needed to retrieve a pencil that was out of reach. The issue revolves around the student's inability to think creatively about using available tools.

D) The student didn't move the bookshelf to get the pencil.

This option is incorrect as well. Moving the bookshelf may not have been a practical or feasible solution, and it does not relate to the student's cognitive limitation caused by functional fixedness. The focus should be on how they could use existing tools instead.

Conclusion

The correct answer emphasizes the impact of functional fixedness on the student's problem-solving abilities. By failing to view the ruler as a potential tool for retrieving the pencil, the student limited their options and ultimately could not solve the problem. All other options either misidentify the issue or suggest alternatives that do not align with the core concept of functional fixedness.