All Exams >
CTET & State TET >
CTET (Central Teacher Eligibility Test) Mock Test Series 2025 >
All Questions
All questions of CTET Practice Test (Child Pedagogy) for CTET & State TET Exam
Which of the following methods is most suitable for learning disabled children? - a)Brain storming
- b)Remedial teaching
- c)Behaviour guidance method
- d)None of the above
Correct answer is option 'C'. Can you explain this answer?
Which of the following methods is most suitable for learning disabled children?
a)
Brain storming
b)
Remedial teaching
c)
Behaviour guidance method
d)
None of the above
|
Anjali Gupta answered |
it is clear that Structured behavioral observation is the most appropriate method to monitor the progress of children with learning disabilities.
Match the following
- a)A-1, B-2, C-3, D-4
- b)A-4, B-3, C-2, D-1
- c)A-1, B-2, C-4, D-3
- d)A-4, B-3, C-1, D-2
Correct answer is option 'B'. Can you explain this answer?
Match the following
a)
A-1, B-2, C-3, D-4
b)
A-4, B-3, C-2, D-1
c)
A-1, B-2, C-4, D-3
d)
A-4, B-3, C-1, D-2
|
Skyhigh Academy answered |
The decibel (dB) levels refer to the severity of hearing loss in individuals. Here's how the levels match:
A. 20-30 dB: This range generally corresponds to mild hearing loss. It is the point where people might have trouble hearing soft sounds, but regular conversations are still possible. Therefore, it matches A-4 (Mild loss).
B. 30-40 dB (B-3): This range is typically associated with marginal hearing loss. People may find it difficult to hear some conversational speech, especially in noisy environments. Thus, it matches B-3 (Marginal).
C. 40-60 dB: This level indicates moderate hearing loss. It suggests that someone might have trouble hearing normal speech and would need louder volumes to hear. Hence, it matches C-2 (Moderate).
D. 60-75 dB: This is a higher range, usually considered severe hearing loss. People with hearing loss in this range may not hear normal speech and may rely on hearing aids or other devices. Therefore, it matches D-1 (Severe).
Thus, the correct matching of List I with List II is B: A-4, B-3, C-2, D-1.
A lesson can be introduced in the class by - a)asking questions
- b)illustration
- c)telling stories
- d)All of these
Correct answer is option 'D'. Can you explain this answer?
A lesson can be introduced in the class by
a)
asking questions
b)
illustration
c)
telling stories
d)
All of these
|
Focus Academy answered |
To effectively introduce a lesson, using a variety of methods can engage students and cater to different learning styles:
- Asking Questions: Stimulates curiosity and prior knowledge, encouraging active participation.
- Illustration: Provides visual context, making abstract concepts more tangible and easier to understand.
- Telling Stories: Engages students emotionally, making the lesson relatable and memorable.
Therefore, option D, "All of these," is the best approach as it combines multiple techniques to enhance learning.
Safety need refers to the protection of the organism from his enemies of the environment. These enemies may be - a)his fellow being
- b)heat, cold or rain
- c)(a) and (b)
- d)None of these
Correct answer is option 'C'. Can you explain this answer?
Safety need refers to the protection of the organism from his enemies of the environment. These enemies may be
a)
his fellow being
b)
heat, cold or rain
c)
(a) and (b)
d)
None of these
|
Nishanth Nambiar answered |
Explanation:
Safety need refers to the protection of an organism from the enemies of the environment. These enemies may be either his fellow beings or environmental factors like heat, cold or rain. Here are the reasons why option 'C' is the correct answer:
Fellow Beings:
An organism needs to be protected from his fellow beings. This is because some of his fellow beings may pose a threat to him. For example, animals in the wild need to protect themselves from predators and humans need to protect themselves from other humans who may cause harm to them.
Environmental Factors:
An organism also needs to be protected from environmental factors like heat, cold or rain. Exposure to extreme temperatures or weather conditions can lead to physical harm or illness. For example, exposure to extreme heat can cause heatstroke or dehydration, while exposure to extreme cold can lead to hypothermia or frostbite.
Conclusion:
Thus, safety needs refer to the protection of an organism from his enemies of the environment, which may include both his fellow beings and environmental factors like heat, cold or rain. Hence, option 'C' is the correct answer.
Safety need refers to the protection of an organism from the enemies of the environment. These enemies may be either his fellow beings or environmental factors like heat, cold or rain. Here are the reasons why option 'C' is the correct answer:
Fellow Beings:
An organism needs to be protected from his fellow beings. This is because some of his fellow beings may pose a threat to him. For example, animals in the wild need to protect themselves from predators and humans need to protect themselves from other humans who may cause harm to them.
Environmental Factors:
An organism also needs to be protected from environmental factors like heat, cold or rain. Exposure to extreme temperatures or weather conditions can lead to physical harm or illness. For example, exposure to extreme heat can cause heatstroke or dehydration, while exposure to extreme cold can lead to hypothermia or frostbite.
Conclusion:
Thus, safety needs refer to the protection of an organism from his enemies of the environment, which may include both his fellow beings and environmental factors like heat, cold or rain. Hence, option 'C' is the correct answer.
Home work - a)motivates pupils for further learning
- b)develops study habits
- c)make learning more effective
- d)All of the above
Correct answer is option 'D'. Can you explain this answer?
Home work
a)
motivates pupils for further learning
b)
develops study habits
c)
make learning more effective
d)
All of the above
|
|
Jatya Arjilli answered |
Yes of course homework does all these works there is no explanation for this mate.
hope this answer helps you out
hope this answer helps you out
The range of 30-40 db lies in which of the following? - a) Profound
- b) Mild loss
- c) Marginal
- d) Moderate
Correct answer is option 'C'. Can you explain this answer?
The range of 30-40 db lies in which of the following?
a)
Profound
b)
Mild loss
c)
Marginal
d)
Moderate
|
|
Janani Shah answered |
Range of 30-40 dB and its significance in hearing loss
The range of 30-40 dB is considered as a moderate hearing loss. Let's understand the significance of this range in hearing loss in detail.
What is dB?
dB or decibel is a unit to measure the intensity or loudness of sound. The normal range of hearing for humans is between 0-20 dB. Any sound above 20 dB can cause damage to the ears and can lead to hearing loss.
Range of 30-40 dB
A hearing loss of 30-40 dB indicates that the person has difficulty hearing soft sounds and conversations, especially in noisy environments. This range is considered as moderate hearing loss, and people with this range of hearing loss may need hearing aids to improve their hearing ability.
Effects of moderate hearing loss
Moderate hearing loss can significantly affect a person's daily life, including their communication with family, friends, and colleagues. They may find it difficult to follow conversations, especially in noisy environments, and may need to ask people to repeat themselves frequently. This can lead to social isolation, anxiety, and depression.
Treatment options
Hearing aids are the most common treatment option for moderate hearing loss. They amplify sounds and make them easier to hear. Assistive listening devices like FM systems, captioning, and speech-to-text apps can also be used to improve communication. In some cases, cochlear implants may be recommended.
Conclusion
The range of 30-40 dB is considered as moderate hearing loss, and it can significantly impact a person's daily life. It is important to seek medical attention if you suspect hearing loss and get appropriate treatment to improve your hearing ability.
The range of 30-40 dB is considered as a moderate hearing loss. Let's understand the significance of this range in hearing loss in detail.
What is dB?
dB or decibel is a unit to measure the intensity or loudness of sound. The normal range of hearing for humans is between 0-20 dB. Any sound above 20 dB can cause damage to the ears and can lead to hearing loss.
Range of 30-40 dB
A hearing loss of 30-40 dB indicates that the person has difficulty hearing soft sounds and conversations, especially in noisy environments. This range is considered as moderate hearing loss, and people with this range of hearing loss may need hearing aids to improve their hearing ability.
Effects of moderate hearing loss
Moderate hearing loss can significantly affect a person's daily life, including their communication with family, friends, and colleagues. They may find it difficult to follow conversations, especially in noisy environments, and may need to ask people to repeat themselves frequently. This can lead to social isolation, anxiety, and depression.
Treatment options
Hearing aids are the most common treatment option for moderate hearing loss. They amplify sounds and make them easier to hear. Assistive listening devices like FM systems, captioning, and speech-to-text apps can also be used to improve communication. In some cases, cochlear implants may be recommended.
Conclusion
The range of 30-40 dB is considered as moderate hearing loss, and it can significantly impact a person's daily life. It is important to seek medical attention if you suspect hearing loss and get appropriate treatment to improve your hearing ability.
Which of the following statements about growth and development is not correct? - a)Growth generally refers to quantitative changes while development refers to qualitative changes
- b)Growth is a function of the environment
- c)Growth is not possible without development and vice versa
- d)Growth is determined by intrinsic and genetic factors of the organism
Correct answer is option 'B'. Can you explain this answer?
Which of the following statements about growth and development is not correct?
a)
Growth generally refers to quantitative changes while development refers to qualitative changes
b)
Growth is a function of the environment
c)
Growth is not possible without development and vice versa
d)
Growth is determined by intrinsic and genetic factors of the organism
|
Rashi Ahuja answered |
About Growth and Development
Growth and Development
Growth and development are two processes that occur in living organisms. Growth refers to an increase in size or mass of an organism, while development refers to the progression of an organism from its initial stage to maturity.
Statements
a) Growth generally refers to quantitative changes while development refers to qualitative changes: This statement is correct. Growth is measurable and refers to physical changes such as increase in height, weight, and size of organs. Development, on the other hand, refers to changes in function, behavior, and skills.
b) Growth is a function of the environment: This statement is incorrect. While the environment can influence growth, growth is primarily determined by intrinsic and genetic factors of the organism.
c) Growth is not possible without development and vice versa: This statement is correct. Growth and development are interdependent processes. Development enables growth and growth facilitates development.
d) Growth is determined by intrinsic and genetic factors of the organism: This statement is correct. Growth is influenced by an organism's genetic makeup, hormones, and internal processes.
Conclusion
In conclusion, statement b is incorrect. While the environment can influence growth, it is not solely responsible for it. Growth is primarily determined by an organism's intrinsic and genetic factors.
Growth and Development
Growth and development are two processes that occur in living organisms. Growth refers to an increase in size or mass of an organism, while development refers to the progression of an organism from its initial stage to maturity.
Statements
a) Growth generally refers to quantitative changes while development refers to qualitative changes: This statement is correct. Growth is measurable and refers to physical changes such as increase in height, weight, and size of organs. Development, on the other hand, refers to changes in function, behavior, and skills.
b) Growth is a function of the environment: This statement is incorrect. While the environment can influence growth, growth is primarily determined by intrinsic and genetic factors of the organism.
c) Growth is not possible without development and vice versa: This statement is correct. Growth and development are interdependent processes. Development enables growth and growth facilitates development.
d) Growth is determined by intrinsic and genetic factors of the organism: This statement is correct. Growth is influenced by an organism's genetic makeup, hormones, and internal processes.
Conclusion
In conclusion, statement b is incorrect. While the environment can influence growth, it is not solely responsible for it. Growth is primarily determined by an organism's intrinsic and genetic factors.
According to Lubart, which of the following is not a confluence of distinct resource? - a)Knowledge
- b)Understanding
- c)Personality traits
- d)Intellectual abilities
Correct answer is option 'B'. Can you explain this answer?
According to Lubart, which of the following is not a confluence of distinct resource?
a)
Knowledge
b)
Understanding
c)
Personality traits
d)
Intellectual abilities
|
Harshitha Khanna answered |
Lubart's Confluence Model of Creativity suggests that creativity arises from the confluence of distinct resources. These resources include:
1. Intellectual abilities: These include cognitive skills such as reasoning, problem-solving, and critical thinking.
2. Knowledge: This refers to the information and expertise that a person has in a particular domain.
3. Personality traits: Certain personality traits such as openness to experience, curiosity, and persistence are associated with higher levels of creativity.
However, according to Lubart, understanding is not a distinct resource that contributes to creativity. Understanding is often seen as an outcome of knowledge and intellectual abilities, rather than a separate resource.
In summary, Lubart's Confluence Model identifies intellectual abilities, knowledge, and personality traits as distinct resources that come together to facilitate creativity, while understanding is not considered a separate resource.
1. Intellectual abilities: These include cognitive skills such as reasoning, problem-solving, and critical thinking.
2. Knowledge: This refers to the information and expertise that a person has in a particular domain.
3. Personality traits: Certain personality traits such as openness to experience, curiosity, and persistence are associated with higher levels of creativity.
However, according to Lubart, understanding is not a distinct resource that contributes to creativity. Understanding is often seen as an outcome of knowledge and intellectual abilities, rather than a separate resource.
In summary, Lubart's Confluence Model identifies intellectual abilities, knowledge, and personality traits as distinct resources that come together to facilitate creativity, while understanding is not considered a separate resource.
In order to improve work habits of learning disabled, what should be done? - a)Close monitoring of the behaviour is needed
- b)Cues and prompt should be given
- c)Unattending behaviour should be penalised
- d)All of the above
Correct answer is option 'D'. Can you explain this answer?
In order to improve work habits of learning disabled, what should be done?
a)
Close monitoring of the behaviour is needed
b)
Cues and prompt should be given
c)
Unattending behaviour should be penalised
d)
All of the above
|
|
Roshni Bajaj answered |
Improving Work Habits of Learning Disabled
Close Monitoring
One of the ways to improve work habits of learning disabled is by closely monitoring their behaviour. This will help identify areas that need improvement and track progress. The monitoring should be done consistently and regularly to ensure that the learning disabled individual is on track.
Cues and Prompts
Cues and prompts should also be given to learning disabled individuals to help them develop good work habits. These cues and prompts can be in the form of reminders, visual aids, or verbal instructions. This will help the learning disabled individual stay on task and remember what needs to be done.
Penalizing Unattending Behaviour
It is important to penalize unattending behaviour to help learning disabled individuals develop good work habits. This can be done by withholding rewards or privileges until the individual completes their work or follows instructions. However, it is important to note that the penalty should not be too severe as it may discourage the individual from trying.
Conclusion
Improving work habits of learning disabled individuals requires a combination of close monitoring, cues and prompts, and penalizing unattending behaviour. By providing these supports, learning disabled individuals can develop good work habits and achieve success in their academic and personal lives.
Close Monitoring
One of the ways to improve work habits of learning disabled is by closely monitoring their behaviour. This will help identify areas that need improvement and track progress. The monitoring should be done consistently and regularly to ensure that the learning disabled individual is on track.
Cues and Prompts
Cues and prompts should also be given to learning disabled individuals to help them develop good work habits. These cues and prompts can be in the form of reminders, visual aids, or verbal instructions. This will help the learning disabled individual stay on task and remember what needs to be done.
Penalizing Unattending Behaviour
It is important to penalize unattending behaviour to help learning disabled individuals develop good work habits. This can be done by withholding rewards or privileges until the individual completes their work or follows instructions. However, it is important to note that the penalty should not be too severe as it may discourage the individual from trying.
Conclusion
Improving work habits of learning disabled individuals requires a combination of close monitoring, cues and prompts, and penalizing unattending behaviour. By providing these supports, learning disabled individuals can develop good work habits and achieve success in their academic and personal lives.
A child is discarded in the class because of his handicap. Which of the following needs will have to be fulfilled by the teacher to motivate him for learning? - a)Physiological needs
- b)Safety needs
- c)Needs of belongingness
- d)Esteem needs
Correct answer is option 'D'. Can you explain this answer?
A child is discarded in the class because of his handicap. Which of the following needs will have to be fulfilled by the teacher to motivate him for learning?
a)
Physiological needs
b)
Safety needs
c)
Needs of belongingness
d)
Esteem needs
|
Atharva Sengupta answered |
Answer:
Esteem needs
When a child is discarded in the class because of his/her handicap, it can lead to a lack of motivation for learning. In such a situation, the teacher needs to fulfill the child's esteem needs to motivate him/her for learning. Esteem needs refer to the need for self-respect, self-esteem, and recognition from others.
Explanation:
When a child is discarded in the class because of his/her handicap, it can lead to a lack of motivation for learning. The child may feel ashamed, embarrassed, and inferior in front of other students. In such a situation, the teacher needs to fulfill the child's esteem needs to motivate him/her for learning. Esteem needs refer to the need for self-respect, self-esteem, and recognition from others.
Here are a few ways in which the teacher can fulfill the child's esteem needs:
1. Show respect: The teacher should show respect towards the child and treat him/her with dignity. The teacher should avoid any kind of discrimination or bias towards the child.
2. Provide opportunities for success: The teacher should provide opportunities for the child to succeed. The teacher can assign tasks that the child can accomplish easily and gradually increase the difficulty level of the tasks.
3. Encourage participation: The teacher should encourage the child to participate in class activities and discussions. The teacher can provide positive feedback and praise the child for his/her contributions.
4. Provide recognition: The teacher should recognize the child's achievements and accomplishments. The teacher can acknowledge the child's progress in front of the class and reward him/her for his/her efforts.
By fulfilling the child's esteem needs, the teacher can motivate him/her for learning and help him/her overcome the challenges of his/her handicap.
Esteem needs
When a child is discarded in the class because of his/her handicap, it can lead to a lack of motivation for learning. In such a situation, the teacher needs to fulfill the child's esteem needs to motivate him/her for learning. Esteem needs refer to the need for self-respect, self-esteem, and recognition from others.
Explanation:
When a child is discarded in the class because of his/her handicap, it can lead to a lack of motivation for learning. The child may feel ashamed, embarrassed, and inferior in front of other students. In such a situation, the teacher needs to fulfill the child's esteem needs to motivate him/her for learning. Esteem needs refer to the need for self-respect, self-esteem, and recognition from others.
Here are a few ways in which the teacher can fulfill the child's esteem needs:
1. Show respect: The teacher should show respect towards the child and treat him/her with dignity. The teacher should avoid any kind of discrimination or bias towards the child.
2. Provide opportunities for success: The teacher should provide opportunities for the child to succeed. The teacher can assign tasks that the child can accomplish easily and gradually increase the difficulty level of the tasks.
3. Encourage participation: The teacher should encourage the child to participate in class activities and discussions. The teacher can provide positive feedback and praise the child for his/her contributions.
4. Provide recognition: The teacher should recognize the child's achievements and accomplishments. The teacher can acknowledge the child's progress in front of the class and reward him/her for his/her efforts.
By fulfilling the child's esteem needs, the teacher can motivate him/her for learning and help him/her overcome the challenges of his/her handicap.
Statement:
Inflation continues to be a big problem. Even as the recession has petered away, shopkeepers are selling essential commodities at high prices.
Courses of action:
I. Government should give subsidies to poor people so that they can buy essential commodities.
II. Government should appoint a committee to draft guidelines for regulating the selling price of essential commodities.- a)Both A and B follows
- b)Only A follows
- c)Only B follows
- d)Neither 1 nor 2 follows
Correct answer is option 'A'. Can you explain this answer?
Statement:
Inflation continues to be a big problem. Even as the recession has petered away, shopkeepers are selling essential commodities at high prices.
Courses of action:
I. Government should give subsidies to poor people so that they can buy essential commodities.
II. Government should appoint a committee to draft guidelines for regulating the selling price of essential commodities.
Inflation continues to be a big problem. Even as the recession has petered away, shopkeepers are selling essential commodities at high prices.
Courses of action:
I. Government should give subsidies to poor people so that they can buy essential commodities.
II. Government should appoint a committee to draft guidelines for regulating the selling price of essential commodities.
a)
Both A and B follows
b)
Only A follows
c)
Only B follows
d)
Neither 1 nor 2 follows
|
|
Samiksha Reddy answered |
Government Subsidies for Poor
- Providing subsidies to poor people can help them afford essential commodities despite high prices.
- This can ensure that vulnerable sections of society have access to basic necessities.
Regulating Selling Prices
- By appointing a committee to draft guidelines for regulating the selling price of essential commodities, the government can control inflation.
- This can prevent shopkeepers from exploiting the situation and ensure fair pricing for consumers.
- Regulating prices can also help in stabilizing the economy and promoting equitable distribution of resources.
- Providing subsidies to poor people can help them afford essential commodities despite high prices.
- This can ensure that vulnerable sections of society have access to basic necessities.
Regulating Selling Prices
- By appointing a committee to draft guidelines for regulating the selling price of essential commodities, the government can control inflation.
- This can prevent shopkeepers from exploiting the situation and ensure fair pricing for consumers.
- Regulating prices can also help in stabilizing the economy and promoting equitable distribution of resources.
Who said this, "A child is gifted, if he is either socially talented, mechanically talented, artistically talented, musically talented, linguistically talented, academically talented"?
- a)Guilford
- b)Simpson
- c)Kerk
- d)Skinner
Correct answer is option 'A'. Can you explain this answer?
Who said this, "A child is gifted, if he is either socially talented, mechanically talented, artistically talented, musically talented, linguistically talented, academically talented"?
a)
Guilford
b)
Simpson
c)
Kerk
d)
Skinner
|
|
Hridoy Joshi answered |
I'm sorry, but you haven't provided any quote or statement to identify who said it. Please provide more information.
To develop correct pronunciation in children teacher should - a)write dictation
- b)correct pronunciation during teaching so that children can follow him
- c)make pressure for reading
- d)discuss on correct pronunciation
Correct answer is option 'B'. Can you explain this answer?
To develop correct pronunciation in children teacher should
a)
write dictation
b)
correct pronunciation during teaching so that children can follow him
c)
make pressure for reading
d)
discuss on correct pronunciation
|
|
Aditya Nair answered |
Importance of Correct Pronunciation in Children
Correct pronunciation is essential for effective communication and literacy development in children. Teachers play a crucial role in fostering this skill.
Why Option B is the Best Choice
- Modeling Correct Pronunciation: When teachers consistently correct their own pronunciation during teaching, students are provided with a clear model to emulate. This real-time correction helps children to grasp sounds and articulations accurately.
- Immediate Feedback: By correcting pronunciation as it occurs, teachers can provide immediate feedback. This is vital for learning, as it allows children to adjust their speech in the moment, leading to quicker mastery of correct pronunciation.
- Building Confidence: When children hear their teacher pronounce words correctly, they gain confidence in attempting those words themselves. This encourages participation and reduces the fear of making mistakes.
Limitations of Other Options
- Option A (Write Dictation): While writing can reinforce spelling and vocabulary, it does not directly address pronunciation issues. Children may write words correctly but still mispronounce them.
- Option C (Make Pressure for Reading): Pressuring children to read can lead to anxiety and hinder their willingness to practice pronunciation. A supportive environment is more effective for learning.
- Option D (Discuss on Correct Pronunciation): Discussion alone may not provide the practical modeling necessary for children to learn pronunciation effectively.
Conclusion
In summary, option B stands out as the most effective method for developing correct pronunciation in children. By correcting pronunciation during teaching, educators can offer a reliable model, provide immediate feedback, and foster an encouraging environment for learning.
Correct pronunciation is essential for effective communication and literacy development in children. Teachers play a crucial role in fostering this skill.
Why Option B is the Best Choice
- Modeling Correct Pronunciation: When teachers consistently correct their own pronunciation during teaching, students are provided with a clear model to emulate. This real-time correction helps children to grasp sounds and articulations accurately.
- Immediate Feedback: By correcting pronunciation as it occurs, teachers can provide immediate feedback. This is vital for learning, as it allows children to adjust their speech in the moment, leading to quicker mastery of correct pronunciation.
- Building Confidence: When children hear their teacher pronounce words correctly, they gain confidence in attempting those words themselves. This encourages participation and reduces the fear of making mistakes.
Limitations of Other Options
- Option A (Write Dictation): While writing can reinforce spelling and vocabulary, it does not directly address pronunciation issues. Children may write words correctly but still mispronounce them.
- Option C (Make Pressure for Reading): Pressuring children to read can lead to anxiety and hinder their willingness to practice pronunciation. A supportive environment is more effective for learning.
- Option D (Discuss on Correct Pronunciation): Discussion alone may not provide the practical modeling necessary for children to learn pronunciation effectively.
Conclusion
In summary, option B stands out as the most effective method for developing correct pronunciation in children. By correcting pronunciation during teaching, educators can offer a reliable model, provide immediate feedback, and foster an encouraging environment for learning.
Helping learners recapitulate or recall what they have already learnt is important because - a)it is a convenient beginning for any classroom instruction
- b)relating new information to prior knowledge enhances learning
- c)it is an effective way of revising old lessons
- d)it enhances the memory of learners thereby strengthening learning
Correct answer is option 'B'. Can you explain this answer?
Helping learners recapitulate or recall what they have already learnt is important because
a)
it is a convenient beginning for any classroom instruction
b)
relating new information to prior knowledge enhances learning
c)
it is an effective way of revising old lessons
d)
it enhances the memory of learners thereby strengthening learning
|
Lakshay Sharma answered |
Importance of Relating New Information to Prior Knowledge
Helping learners recapitulate or recall what they have already learned is crucial for effective education. The correct answer, option 'B', highlights the significance of connecting new information to prior knowledge.
Enhances Learning
- Building on Existing Knowledge: When students relate new concepts to what they already know, they create a framework that makes learning more meaningful. This connection helps in understanding complex topics more easily.
- Deepens Understanding: Linking new information to prior knowledge encourages deeper cognitive processing, which aids in comprehension and retention.
Facilitates Memory Retention
- Memory Retrieval: Recalling previous lessons activates relevant memories, providing a stronger basis for integrating new information. This retrieval practice is essential for long-term retention.
- Cognitive Load Reduction: By anchoring new concepts to familiar ones, learners can reduce cognitive overload, making it easier to process and remember new information.
Promotes Engagement
- Increased Interest: When learners see how new information relates to their existing knowledge, they are more likely to be engaged and motivated to learn.
- Encourages Critical Thinking: This process fosters critical thinking skills as students analyze relationships between concepts, leading to a more profound understanding of the subject matter.
In conclusion, option 'B' emphasizes that relating new information to prior knowledge not only enhances learning but also supports memory retention and engagement, making it a vital strategy in effective teaching methodologies.
Helping learners recapitulate or recall what they have already learned is crucial for effective education. The correct answer, option 'B', highlights the significance of connecting new information to prior knowledge.
Enhances Learning
- Building on Existing Knowledge: When students relate new concepts to what they already know, they create a framework that makes learning more meaningful. This connection helps in understanding complex topics more easily.
- Deepens Understanding: Linking new information to prior knowledge encourages deeper cognitive processing, which aids in comprehension and retention.
Facilitates Memory Retention
- Memory Retrieval: Recalling previous lessons activates relevant memories, providing a stronger basis for integrating new information. This retrieval practice is essential for long-term retention.
- Cognitive Load Reduction: By anchoring new concepts to familiar ones, learners can reduce cognitive overload, making it easier to process and remember new information.
Promotes Engagement
- Increased Interest: When learners see how new information relates to their existing knowledge, they are more likely to be engaged and motivated to learn.
- Encourages Critical Thinking: This process fosters critical thinking skills as students analyze relationships between concepts, leading to a more profound understanding of the subject matter.
In conclusion, option 'B' emphasizes that relating new information to prior knowledge not only enhances learning but also supports memory retention and engagement, making it a vital strategy in effective teaching methodologies.
Which of the following is an important cause of educational backwardness at primary level of education in India? - a)Lack of accountability
- b)Attitude of the masses towards education
- c)Poor school organisation
- d)All of the above
Correct answer is option 'D'. Can you explain this answer?
Which of the following is an important cause of educational backwardness at primary level of education in India?
a)
Lack of accountability
b)
Attitude of the masses towards education
c)
Poor school organisation
d)
All of the above
|
Kaavya Patel answered |
Causes of Educational Backwardness at Primary Level in India
India, being a developing country, is struggling to provide quality education to its masses. Despite various initiatives and policies, there are still several factors that contribute to educational backwardness at the primary level in India. Some of the significant causes are:
Lack of Accountability
One of the significant causes of educational backwardness at the primary level in India is the lack of accountability in the education system. Teachers and school administrators are not held accountable for their actions or inactions, which leads to poor quality of education. This lack of accountability also results in a lack of motivation among teachers to provide quality education to their students.
Attitude of the Masses Towards Education
Another important cause of educational backwardness at the primary level in India is the attitude of the masses towards education. Many parents do not prioritize education and do not see the value of sending their children to school. They believe that their children can learn more by working or helping with household chores. This attitude towards education leads to a high dropout rate among students and contributes to the overall educational backwardness.
Poor School Organization
Poor school organization is another significant cause of educational backwardness at the primary level in India. Many schools lack basic infrastructure such as classrooms, libraries, and laboratories. Additionally, there is a shortage of qualified teachers, which leads to overcrowded classrooms and poor quality of education.
Conclusion
In conclusion, educational backwardness at the primary level in India is caused by a combination of factors such as lack of accountability, attitude of the masses towards education, and poor school organization. Addressing these causes through policies and initiatives can help improve the quality of education in India and ensure that every child receives a quality education.
India, being a developing country, is struggling to provide quality education to its masses. Despite various initiatives and policies, there are still several factors that contribute to educational backwardness at the primary level in India. Some of the significant causes are:
Lack of Accountability
One of the significant causes of educational backwardness at the primary level in India is the lack of accountability in the education system. Teachers and school administrators are not held accountable for their actions or inactions, which leads to poor quality of education. This lack of accountability also results in a lack of motivation among teachers to provide quality education to their students.
Attitude of the Masses Towards Education
Another important cause of educational backwardness at the primary level in India is the attitude of the masses towards education. Many parents do not prioritize education and do not see the value of sending their children to school. They believe that their children can learn more by working or helping with household chores. This attitude towards education leads to a high dropout rate among students and contributes to the overall educational backwardness.
Poor School Organization
Poor school organization is another significant cause of educational backwardness at the primary level in India. Many schools lack basic infrastructure such as classrooms, libraries, and laboratories. Additionally, there is a shortage of qualified teachers, which leads to overcrowded classrooms and poor quality of education.
Conclusion
In conclusion, educational backwardness at the primary level in India is caused by a combination of factors such as lack of accountability, attitude of the masses towards education, and poor school organization. Addressing these causes through policies and initiatives can help improve the quality of education in India and ensure that every child receives a quality education.
In preparing a fifth grade class to take a standardised reading test the teacher is best advised to - a)tell the children that the test is very important and they should do the best they can
- b)ditto key questions from a previous test and allow the pupils to answer them
- c)give the pupils practice in answering questions similar to the type that will appear on the test
- d)coach the below grade level readers, as the rest of the class will do well anyway
Correct answer is option 'C'. Can you explain this answer?
In preparing a fifth grade class to take a standardised reading test the teacher is best advised to
a)
tell the children that the test is very important and they should do the best they can
b)
ditto key questions from a previous test and allow the pupils to answer them
c)
give the pupils practice in answering questions similar to the type that will appear on the test
d)
coach the below grade level readers, as the rest of the class will do well anyway
|
Janani Sengupta answered |
Preparing Students for Standardized Reading Test
Introduction:
Standardized testing is an important part of the education system, and it is crucial to prepare students for such tests. In this scenario, a fifth-grade class is preparing to take a standardized reading test, and the teacher needs to prepare the students for it.
Option A: Telling the children that the test is very important and they should do the best they can:
While it is essential to motivate students to take the test seriously, this option is not sufficient to prepare them for the test. It may create unnecessary anxiety in some students, which can adversely affect their performance on the test.
Option B: Ditto key questions from a previous test and allow the pupils to answer them:
This option is not an effective way to prepare students for the test. It does not provide them with an understanding of the test format or the types of questions they may encounter. Moreover, repeating the same questions may not challenge the students and may lead to overconfidence.
Option C: Giving the pupils practice in answering questions similar to the type that will appear on the test:
This option is the best choice to prepare students for the standardized reading test. By providing practice tests that mimic the format and types of questions on the actual test, students can become familiar with the test structure and feel more confident in their abilities. It also allows the teacher to identify areas where students may need additional support.
Option D: Coaching the below-grade level readers, as the rest of the class will do well anyway:
This option is not an appropriate way to prepare students for the test. All students should receive equal attention and support in preparing for standardized tests. It is crucial to identify and address the needs of struggling readers to ensure they have an equal opportunity to succeed.
Conclusion:
Overall, option C is the best advice for the teacher to prepare the fifth-grade students for the standardized reading test. Providing practice tests that mimic the test format and types of questions can help students become familiar with the test and feel more confident in their abilities.
Introduction:
Standardized testing is an important part of the education system, and it is crucial to prepare students for such tests. In this scenario, a fifth-grade class is preparing to take a standardized reading test, and the teacher needs to prepare the students for it.
Option A: Telling the children that the test is very important and they should do the best they can:
While it is essential to motivate students to take the test seriously, this option is not sufficient to prepare them for the test. It may create unnecessary anxiety in some students, which can adversely affect their performance on the test.
Option B: Ditto key questions from a previous test and allow the pupils to answer them:
This option is not an effective way to prepare students for the test. It does not provide them with an understanding of the test format or the types of questions they may encounter. Moreover, repeating the same questions may not challenge the students and may lead to overconfidence.
Option C: Giving the pupils practice in answering questions similar to the type that will appear on the test:
This option is the best choice to prepare students for the standardized reading test. By providing practice tests that mimic the format and types of questions on the actual test, students can become familiar with the test structure and feel more confident in their abilities. It also allows the teacher to identify areas where students may need additional support.
Option D: Coaching the below-grade level readers, as the rest of the class will do well anyway:
This option is not an appropriate way to prepare students for the test. All students should receive equal attention and support in preparing for standardized tests. It is crucial to identify and address the needs of struggling readers to ensure they have an equal opportunity to succeed.
Conclusion:
Overall, option C is the best advice for the teacher to prepare the fifth-grade students for the standardized reading test. Providing practice tests that mimic the test format and types of questions can help students become familiar with the test and feel more confident in their abilities.
Suppose that in working on a problem, you cannot reach the correct answer because you fail to consider the possibility that it can be viewed from an entirely different perspective. Your tendency to view the problem from only one perspective would be an example of - a)availability heuristic
- b)subgoal analysis
- c)representativeness heuristic
- d)functional fixedness.
Correct answer is option 'D'. Can you explain this answer?
Suppose that in working on a problem, you cannot reach the correct answer because you fail to consider the possibility that it can be viewed from an entirely different perspective. Your tendency to view the problem from only one perspective would be an example of
a)
availability heuristic
b)
subgoal analysis
c)
representativeness heuristic
d)
functional fixedness.
|
|
Simran Kaur answered |
Explanation:
Functional fixedness is the tendency to view an object or problem from only one perspective, limiting the ability to see alternative uses or solutions. In the given scenario, the individual is unable to reach the correct answer because they fail to consider the possibility of viewing the problem from an entirely different perspective. This suggests that their thinking is constrained by functional fixedness.
Functional Fixedness:
Functional fixedness is a cognitive bias that limits a person's ability to think creatively and find alternative solutions. It occurs when an individual only sees an object or problem in terms of its traditional or intended use, neglecting its potential for other functions or interpretations. Functional fixedness can hinder problem-solving and innovation as it restricts the ability to think outside the box.
Example:
Let's consider an example to illustrate functional fixedness. Imagine you have a screw that needs to be tightened, but you don't have a screwdriver. However, you do have a coin in your pocket. If you are experiencing functional fixedness, you may only think of using the coin as currency and overlook the possibility of using it as a makeshift screwdriver. This limited perspective prevents you from finding an alternative solution to tighten the screw.
Application to the Given Scenario:
In the given scenario, the individual fails to consider alternative perspectives or approaches to the problem. They are likely focused on a single viewpoint and unable to see the problem from different angles. This fixedness in their thinking restricts their ability to reach the correct answer.
Other Options:
- Availability heuristic: Availability heuristic is a mental shortcut where people make judgments based on the ease with which examples or instances come to mind. It is not applicable in this scenario.
- Subgoal analysis: Subgoal analysis refers to breaking down a problem into smaller, manageable subgoals in order to facilitate problem-solving. It is not relevant to the given scenario.
- Representativeness heuristic: Representativeness heuristic is a mental shortcut where people make judgments or decisions based on how well an individual or event represents a particular category or prototype. It is not applicable in this scenario.
Functional fixedness is the tendency to view an object or problem from only one perspective, limiting the ability to see alternative uses or solutions. In the given scenario, the individual is unable to reach the correct answer because they fail to consider the possibility of viewing the problem from an entirely different perspective. This suggests that their thinking is constrained by functional fixedness.
Functional Fixedness:
Functional fixedness is a cognitive bias that limits a person's ability to think creatively and find alternative solutions. It occurs when an individual only sees an object or problem in terms of its traditional or intended use, neglecting its potential for other functions or interpretations. Functional fixedness can hinder problem-solving and innovation as it restricts the ability to think outside the box.
Example:
Let's consider an example to illustrate functional fixedness. Imagine you have a screw that needs to be tightened, but you don't have a screwdriver. However, you do have a coin in your pocket. If you are experiencing functional fixedness, you may only think of using the coin as currency and overlook the possibility of using it as a makeshift screwdriver. This limited perspective prevents you from finding an alternative solution to tighten the screw.
Application to the Given Scenario:
In the given scenario, the individual fails to consider alternative perspectives or approaches to the problem. They are likely focused on a single viewpoint and unable to see the problem from different angles. This fixedness in their thinking restricts their ability to reach the correct answer.
Other Options:
- Availability heuristic: Availability heuristic is a mental shortcut where people make judgments based on the ease with which examples or instances come to mind. It is not applicable in this scenario.
- Subgoal analysis: Subgoal analysis refers to breaking down a problem into smaller, manageable subgoals in order to facilitate problem-solving. It is not relevant to the given scenario.
- Representativeness heuristic: Representativeness heuristic is a mental shortcut where people make judgments or decisions based on how well an individual or event represents a particular category or prototype. It is not applicable in this scenario.
Match the following
- a)A-4, B-3, C-2, D-1
- b)A-1, B-2, C-3, D-4
- c)A-1, B-2, C-4, D-3
- d)A-4, B-3, C-1, D-2
Correct answer is option 'B'. Can you explain this answer?
Match the following
a)
A-4, B-3, C-2, D-1
b)
A-1, B-2, C-3, D-4
c)
A-1, B-2, C-4, D-3
d)
A-4, B-3, C-1, D-2
|
|
Skyhigh Academy answered |
The correct answer is B: A-1, B-2, C-3, D-4
Here's a breakdown explaining the matching of phobias (List I) with their corresponding fears (List II):
A. Pyrophobia (A-1): The prefix "pyro" refers to fire. Therefore, pyrophobia is the fear of fire.
B. Acrophobia (B-2): The prefix "acro" relates to heights. Acrophobia is the intense and irrational fear of heights.
C. Agoraphobia (C-3): Agoraphobia is a fear of open spaces or situations where escape might be difficult or embarrassing. It often involves crowded places, public transportation, or being alone outside the home.
D. Zoophobia (D-4): The prefix "zoo" refers to animals. Zoophobia is the persistent and excessive fear of animals.
Here's a breakdown explaining the matching of phobias (List I) with their corresponding fears (List II):
A. Pyrophobia (A-1): The prefix "pyro" refers to fire. Therefore, pyrophobia is the fear of fire.
B. Acrophobia (B-2): The prefix "acro" relates to heights. Acrophobia is the intense and irrational fear of heights.
C. Agoraphobia (C-3): Agoraphobia is a fear of open spaces or situations where escape might be difficult or embarrassing. It often involves crowded places, public transportation, or being alone outside the home.
D. Zoophobia (D-4): The prefix "zoo" refers to animals. Zoophobia is the persistent and excessive fear of animals.
Abraham Maslow explained theory of motivation in 1954 in the perspective of - a)needs
- b)reward
- c)expectancy
- d)objectives
Correct answer is option 'A'. Can you explain this answer?
Abraham Maslow explained theory of motivation in 1954 in the perspective of
a)
needs
b)
reward
c)
expectancy
d)
objectives
|
|
Anjali Chakraborty answered |
Abraham Maslow's theory of motivation, also known as Maslow's hierarchy of needs, was explained in 1954. This theory looks at motivation from the perspective of needs.
Explanation:
Maslow's theory is based on the idea that individuals are motivated by a hierarchy of needs. These needs are arranged in a pyramid, with the most basic needs at the bottom and higher-level needs at the top. According to Maslow, individuals must fulfill their lower-level needs before they can move on to higher-level needs.
The Hierarchy of Needs:
The hierarchy of needs in Maslow's theory is divided into five levels:
1. Physiological Needs: These are the most basic needs required for survival, such as food, water, shelter, and sleep. Individuals are motivated to fulfill these needs in order to maintain their physical well-being.
2. Safety Needs: Once physiological needs are met, individuals are motivated to fulfill their safety needs. This includes the need for a secure and stable environment, protection from harm, and a sense of order.
3. Love and Belonging Needs: After safety needs are met, individuals are motivated to fulfill their social needs. This includes the need for love, affection, and a sense of belonging. People seek relationships, friendships, and family connections to fulfill these needs.
4. Esteem Needs: Once social needs are fulfilled, individuals are motivated to fulfill their esteem needs. This includes the need for recognition, respect, and self-esteem. People strive for achievements and recognition from others to fulfill these needs.
5. Self-Actualization Needs: After all the previous needs are met, individuals are motivated to fulfill their self-actualization needs. This is the highest level of need, which involves personal growth, self-fulfillment, and the realization of one's full potential.
Implications:
Maslow's theory of motivation has several implications for understanding human behavior and motivation. It suggests that individuals are motivated by different needs at different times, and that the fulfillment of lower-level needs is a prerequisite for the pursuit of higher-level needs. This theory also highlights the importance of a supportive and conducive environment in satisfying these needs.
In summary, Maslow's theory of motivation explains motivation in terms of needs. It suggests that individuals are motivated to fulfill a hierarchy of needs, starting with physiological needs and progressing to higher-level needs such as self-actualization. This theory provides insights into human behavior and motivation, and has been widely influential in the field of psychology.
Explanation:
Maslow's theory is based on the idea that individuals are motivated by a hierarchy of needs. These needs are arranged in a pyramid, with the most basic needs at the bottom and higher-level needs at the top. According to Maslow, individuals must fulfill their lower-level needs before they can move on to higher-level needs.
The Hierarchy of Needs:
The hierarchy of needs in Maslow's theory is divided into five levels:
1. Physiological Needs: These are the most basic needs required for survival, such as food, water, shelter, and sleep. Individuals are motivated to fulfill these needs in order to maintain their physical well-being.
2. Safety Needs: Once physiological needs are met, individuals are motivated to fulfill their safety needs. This includes the need for a secure and stable environment, protection from harm, and a sense of order.
3. Love and Belonging Needs: After safety needs are met, individuals are motivated to fulfill their social needs. This includes the need for love, affection, and a sense of belonging. People seek relationships, friendships, and family connections to fulfill these needs.
4. Esteem Needs: Once social needs are fulfilled, individuals are motivated to fulfill their esteem needs. This includes the need for recognition, respect, and self-esteem. People strive for achievements and recognition from others to fulfill these needs.
5. Self-Actualization Needs: After all the previous needs are met, individuals are motivated to fulfill their self-actualization needs. This is the highest level of need, which involves personal growth, self-fulfillment, and the realization of one's full potential.
Implications:
Maslow's theory of motivation has several implications for understanding human behavior and motivation. It suggests that individuals are motivated by different needs at different times, and that the fulfillment of lower-level needs is a prerequisite for the pursuit of higher-level needs. This theory also highlights the importance of a supportive and conducive environment in satisfying these needs.
In summary, Maslow's theory of motivation explains motivation in terms of needs. It suggests that individuals are motivated to fulfill a hierarchy of needs, starting with physiological needs and progressing to higher-level needs such as self-actualization. This theory provides insights into human behavior and motivation, and has been widely influential in the field of psychology.
To start the work, continue and stable, it is called - a)motivation
- b)learning
- c)work
- d)play
Correct answer is option 'A'. Can you explain this answer?
To start the work, continue and stable, it is called
a)
motivation
b)
learning
c)
work
d)
play
|
|
Shailendra Khanna answered |
Explanation:
Explanation of why the correct answer is option 'A':
Motivation:
- Motivation is the driving force that helps individuals to start, continue, and maintain stability in their work.
- It provides the energy and enthusiasm needed to accomplish tasks and goals.
Learning:
- Learning is the process of acquiring new knowledge and skills, which can contribute to motivation.
- However, motivation is crucial in initiating the learning process and staying committed to it.
Work:
- Work refers to the tasks and responsibilities that individuals engage in to achieve their objectives.
- Motivation plays a significant role in helping individuals to start their work, stay focused, and achieve success.
Play:
- Play is usually associated with leisure activities and enjoyment, rather than work-related tasks.
- While play can be motivating, it may not always lead to the same level of commitment and consistency as work.
In conclusion, motivation is essential for individuals to start, continue, and maintain stability in their work. It provides the drive and determination needed to overcome challenges, stay focused on goals, and achieve success.
Explanation of why the correct answer is option 'A':
Motivation:
- Motivation is the driving force that helps individuals to start, continue, and maintain stability in their work.
- It provides the energy and enthusiasm needed to accomplish tasks and goals.
Learning:
- Learning is the process of acquiring new knowledge and skills, which can contribute to motivation.
- However, motivation is crucial in initiating the learning process and staying committed to it.
Work:
- Work refers to the tasks and responsibilities that individuals engage in to achieve their objectives.
- Motivation plays a significant role in helping individuals to start their work, stay focused, and achieve success.
Play:
- Play is usually associated with leisure activities and enjoyment, rather than work-related tasks.
- While play can be motivating, it may not always lead to the same level of commitment and consistency as work.
In conclusion, motivation is essential for individuals to start, continue, and maintain stability in their work. It provides the drive and determination needed to overcome challenges, stay focused on goals, and achieve success.
…………. is considered a sign of motivated teaching? - a)Maximum attendance in the class
- b)good marks in the exam
- c)Questing by students
- d)Pin drop silence in the class
Correct answer is option 'C'. Can you explain this answer?
…………. is considered a sign of motivated teaching?
a)
Maximum attendance in the class
b)
good marks in the exam
c)
Questing by students
d)
Pin drop silence in the class
|
|
Focus Academy answered |
- Questioning by students is a sign of motivated teaching.
- This indicates:
- Engagement: Students are actively participating and interested in the subject matter.
- Critical Thinking: They are thinking deeply and trying to understand concepts.
- Comfortable Environment: Students feel safe to express their thoughts and questions.
- Unlike passive signs like attendance or silence, questioning shows students are mentally involved and eager to learn more.
- This indicates:
- Engagement: Students are actively participating and interested in the subject matter.
- Critical Thinking: They are thinking deeply and trying to understand concepts.
- Comfortable Environment: Students feel safe to express their thoughts and questions.
- Unlike passive signs like attendance or silence, questioning shows students are mentally involved and eager to learn more.
Learning disabled children are - a)low in intelligence
- b)slow in activity
- c)deficient in using potentials
- d)None of these
Correct answer is option 'D'. Can you explain this answer?
Learning disabled children are
a)
low in intelligence
b)
slow in activity
c)
deficient in using potentials
d)
None of these
|
Hridoy Jain answered |
Learning disabled children are not low in intelligence, slow in activity, or deficient in using potentials. Here's why:
What is a Learning Disability?
Learning disabilities are neurological disorders that affect a child's ability to learn and process information. These difficulties are not related to intelligence or motivation, but rather to the way the brain processes information. Children with learning disabilities may struggle with reading, writing, math, and/or other academic subjects.
Why are Learning Disabled Children Not Low in Intelligence?
Intelligence and learning ability are not the same thing. Children with learning disabilities often have average to above-average intelligence, but their brains process information differently, making it difficult to learn in traditional ways. This means that a child with a learning disability may need accommodations or specialized instruction to succeed academically, but it does not mean they are low in intelligence.
Why are Learning Disabled Children Not Slow in Activity?
Learning disabilities are not related to physical activity or energy level. Children with learning disabilities may struggle with tasks that involve reading, writing, or math, but they may excel in other areas like sports or art. It's important not to assume that a child with a learning disability is slow in activity or lacks motivation.
Why are Learning Disabled Children Not Deficient in Using Potentials?
Children with learning disabilities have the potential to learn and succeed just like any other child. However, they may need specialized instruction or accommodations to reach their full potential. It's important to focus on a child's strengths and abilities, rather than their difficulties, and to provide the support they need to succeed.
In conclusion, learning disabled children are not low in intelligence, slow in activity, or deficient in using potentials. They simply process information differently and may need specialized instruction or accommodations to succeed academically.
What is a Learning Disability?
Learning disabilities are neurological disorders that affect a child's ability to learn and process information. These difficulties are not related to intelligence or motivation, but rather to the way the brain processes information. Children with learning disabilities may struggle with reading, writing, math, and/or other academic subjects.
Why are Learning Disabled Children Not Low in Intelligence?
Intelligence and learning ability are not the same thing. Children with learning disabilities often have average to above-average intelligence, but their brains process information differently, making it difficult to learn in traditional ways. This means that a child with a learning disability may need accommodations or specialized instruction to succeed academically, but it does not mean they are low in intelligence.
Why are Learning Disabled Children Not Slow in Activity?
Learning disabilities are not related to physical activity or energy level. Children with learning disabilities may struggle with tasks that involve reading, writing, or math, but they may excel in other areas like sports or art. It's important not to assume that a child with a learning disability is slow in activity or lacks motivation.
Why are Learning Disabled Children Not Deficient in Using Potentials?
Children with learning disabilities have the potential to learn and succeed just like any other child. However, they may need specialized instruction or accommodations to reach their full potential. It's important to focus on a child's strengths and abilities, rather than their difficulties, and to provide the support they need to succeed.
In conclusion, learning disabled children are not low in intelligence, slow in activity, or deficient in using potentials. They simply process information differently and may need specialized instruction or accommodations to succeed academically.
A negative reinforcer is the one - a)presence of which moderate the strength of the response
- b)presence of which increase the response
- c)removal of which increases the strength of the response
- d)presence of which neither strengthens nor weakens the strength of the response
Correct answer is option 'C'. Can you explain this answer?
A negative reinforcer is the one
a)
presence of which moderate the strength of the response
b)
presence of which increase the response
c)
removal of which increases the strength of the response
d)
presence of which neither strengthens nor weakens the strength of the response
|
|
Aditi Kulkarni answered |
Understanding Negative Reinforcement
Negative reinforcement is a concept in behavioral psychology that strengthens a behavior by removing an aversive stimulus. It is essential to differentiate between negative reinforcement and punishment, as they serve different purposes in behavior modification.
What is a Negative Reinforcer?
- A negative reinforcer is an unpleasant or aversive condition, the removal of which leads to an increase in the likelihood of a desired behavior.
- For example, consider a student who studies hard to avoid the anxiety of failing an exam. In this case, the anxiety is a negative reinforcer.
Why Option C is Correct
- The correct answer, option C, states that the removal of which increases the strength of the response. This is accurate because:
- **Removal of Aversive Stimuli:** When an aversive condition is removed, it increases the likelihood that the behavior leading to its removal will be repeated.
- **Strengthening Behavior:** By eliminating something unpleasant, the individual feels relief, reinforcing the behavior that caused the removal.
Examples of Negative Reinforcement
- **Seatbelt Alarm:** The annoying sound of the seatbelt alarm stops when the seatbelt is buckled, encouraging the behavior of buckling up.
- **Medication:** Taking pain relief medication removes the pain, reinforcing the behavior of taking the medication when in discomfort.
Conclusion
In summary, negative reinforcement involves the removal of an undesirable stimulus, which enhances the likelihood of a specific behavior occurring in the future. Understanding this principle is crucial for effective teaching and behavior management.
Negative reinforcement is a concept in behavioral psychology that strengthens a behavior by removing an aversive stimulus. It is essential to differentiate between negative reinforcement and punishment, as they serve different purposes in behavior modification.
What is a Negative Reinforcer?
- A negative reinforcer is an unpleasant or aversive condition, the removal of which leads to an increase in the likelihood of a desired behavior.
- For example, consider a student who studies hard to avoid the anxiety of failing an exam. In this case, the anxiety is a negative reinforcer.
Why Option C is Correct
- The correct answer, option C, states that the removal of which increases the strength of the response. This is accurate because:
- **Removal of Aversive Stimuli:** When an aversive condition is removed, it increases the likelihood that the behavior leading to its removal will be repeated.
- **Strengthening Behavior:** By eliminating something unpleasant, the individual feels relief, reinforcing the behavior that caused the removal.
Examples of Negative Reinforcement
- **Seatbelt Alarm:** The annoying sound of the seatbelt alarm stops when the seatbelt is buckled, encouraging the behavior of buckling up.
- **Medication:** Taking pain relief medication removes the pain, reinforcing the behavior of taking the medication when in discomfort.
Conclusion
In summary, negative reinforcement involves the removal of an undesirable stimulus, which enhances the likelihood of a specific behavior occurring in the future. Understanding this principle is crucial for effective teaching and behavior management.
All of the following are needed to achieve learning objectives except - a)selection of suitable teaching tactics
- b)selection of suitable strategies
- c)use of suitable audio-visual aids
- d)None of the above
Correct answer is option 'D'. Can you explain this answer?
All of the following are needed to achieve learning objectives except
a)
selection of suitable teaching tactics
b)
selection of suitable strategies
c)
use of suitable audio-visual aids
d)
None of the above
|
|
Sanjay Patel answered |
Explanation:
To achieve learning objectives, several factors need to be considered. These factors include the selection of suitable teaching tactics, the selection of suitable strategies, and the use of suitable audio-visual aids. However, the correct answer to this question is option 'D' - None of the above. This means that none of these factors are needed to achieve learning objectives.
Selection of suitable teaching tactics:
- Teaching tactics refer to the specific methods and approaches used by teachers to deliver instruction and facilitate learning.
- The selection of suitable teaching tactics is important because different students may respond better to different teaching methods.
- By choosing appropriate teaching tactics, teachers can engage students, cater to their individual learning styles, and enhance their understanding and retention of the subject matter.
Selection of suitable strategies:
- Strategies refer to the overall plans or approaches that teachers use to achieve specific learning objectives.
- The selection of suitable strategies involves identifying the most effective ways to teach and assess the desired knowledge and skills.
- Different strategies may be used for different subjects, topics, or learning outcomes.
- By choosing suitable strategies, teachers can ensure that students are actively involved in the learning process, provide opportunities for practice and application of knowledge, and promote higher-order thinking skills.
Use of suitable audio-visual aids:
- Audio-visual aids are tools or resources that enhance the learning experience by providing visual or auditory stimuli.
- They can include multimedia presentations, videos, images, charts, graphs, models, and other visual or auditory materials.
- The use of suitable audio-visual aids can make the teaching and learning process more engaging, interactive, and memorable.
- They can help to clarify complex concepts, illustrate real-life examples, and cater to different learning styles.
Therefore, all of these factors - selection of suitable teaching tactics, selection of suitable strategies, and use of suitable audio-visual aids - are needed to achieve learning objectives. The correct answer should have been 'None of the above.'
To achieve learning objectives, several factors need to be considered. These factors include the selection of suitable teaching tactics, the selection of suitable strategies, and the use of suitable audio-visual aids. However, the correct answer to this question is option 'D' - None of the above. This means that none of these factors are needed to achieve learning objectives.
Selection of suitable teaching tactics:
- Teaching tactics refer to the specific methods and approaches used by teachers to deliver instruction and facilitate learning.
- The selection of suitable teaching tactics is important because different students may respond better to different teaching methods.
- By choosing appropriate teaching tactics, teachers can engage students, cater to their individual learning styles, and enhance their understanding and retention of the subject matter.
Selection of suitable strategies:
- Strategies refer to the overall plans or approaches that teachers use to achieve specific learning objectives.
- The selection of suitable strategies involves identifying the most effective ways to teach and assess the desired knowledge and skills.
- Different strategies may be used for different subjects, topics, or learning outcomes.
- By choosing suitable strategies, teachers can ensure that students are actively involved in the learning process, provide opportunities for practice and application of knowledge, and promote higher-order thinking skills.
Use of suitable audio-visual aids:
- Audio-visual aids are tools or resources that enhance the learning experience by providing visual or auditory stimuli.
- They can include multimedia presentations, videos, images, charts, graphs, models, and other visual or auditory materials.
- The use of suitable audio-visual aids can make the teaching and learning process more engaging, interactive, and memorable.
- They can help to clarify complex concepts, illustrate real-life examples, and cater to different learning styles.
Therefore, all of these factors - selection of suitable teaching tactics, selection of suitable strategies, and use of suitable audio-visual aids - are needed to achieve learning objectives. The correct answer should have been 'None of the above.'
Which of the following is not among the four psychological states for developing creativity? - a)Detachment involvement
- b)Cognition
- c)Speculation
- d)Deferment
Correct answer is option 'B'. Can you explain this answer?
Which of the following is not among the four psychological states for developing creativity?
a)
Detachment involvement
b)
Cognition
c)
Speculation
d)
Deferment
|
|
Madhavan Singh answered |
The Four Psychological States for Developing Creativity
Creativity is an essential aspect of human life, and it is crucial for problem-solving, innovation, and progress. According to research, there are four psychological states that are necessary for developing creativity. These states are:
1. Detachment Involvement: This state involves being emotionally detached from the problem while still being involved in finding a solution. It allows individuals to approach the problem from a fresh perspective and explore different possibilities.
2. Speculation: This state involves imagining different scenarios and possibilities, even those that may seem unrealistic or impossible. It allows individuals to think outside the box and generate new ideas.
3. Deferment: This state involves taking a break from the problem and allowing the subconscious mind to process the information. It allows individuals to gain new insights and perspectives when they return to the problem.
4. Cognition: This state involves analytical thinking and problem-solving. It allows individuals to break down complex problems into smaller, more manageable parts and develop solutions.
The Option that is Not Among the Four Psychological States for Developing Creativity
The option that is not among the four psychological states for developing creativity is option 'B' - cognition. While cognition is a vital aspect of problem-solving and creativity, it is not one of the four psychological states for developing creativity. The four states focus on emotional detachment, speculation, deferment, and analytical thinking. These states work together to help individuals develop innovative and creative solutions to problems.
Conclusion
In conclusion, the four psychological states for developing creativity are detachment involvement, speculation, deferment, and cognition. These states work together to help individuals approach problems from different angles, generate new ideas, gain new insights, and develop innovative solutions. While cognition is essential for problem-solving and creativity, it is not one of the four psychological states for developing creativity.
Creativity is an essential aspect of human life, and it is crucial for problem-solving, innovation, and progress. According to research, there are four psychological states that are necessary for developing creativity. These states are:
1. Detachment Involvement: This state involves being emotionally detached from the problem while still being involved in finding a solution. It allows individuals to approach the problem from a fresh perspective and explore different possibilities.
2. Speculation: This state involves imagining different scenarios and possibilities, even those that may seem unrealistic or impossible. It allows individuals to think outside the box and generate new ideas.
3. Deferment: This state involves taking a break from the problem and allowing the subconscious mind to process the information. It allows individuals to gain new insights and perspectives when they return to the problem.
4. Cognition: This state involves analytical thinking and problem-solving. It allows individuals to break down complex problems into smaller, more manageable parts and develop solutions.
The Option that is Not Among the Four Psychological States for Developing Creativity
The option that is not among the four psychological states for developing creativity is option 'B' - cognition. While cognition is a vital aspect of problem-solving and creativity, it is not one of the four psychological states for developing creativity. The four states focus on emotional detachment, speculation, deferment, and analytical thinking. These states work together to help individuals develop innovative and creative solutions to problems.
Conclusion
In conclusion, the four psychological states for developing creativity are detachment involvement, speculation, deferment, and cognition. These states work together to help individuals approach problems from different angles, generate new ideas, gain new insights, and develop innovative solutions. While cognition is essential for problem-solving and creativity, it is not one of the four psychological states for developing creativity.
Who said this, "Backward child is one, who compared with other pupils of the same chronological age shows marked educational deficiency"? - a)Schonell
- b)Witty
- c)Barton Hall
- d)Terman and Oden
Correct answer is option 'A'. Can you explain this answer?
Who said this, "Backward child is one, who compared with other pupils of the same chronological age shows marked educational deficiency"?
a)
Schonell
b)
Witty
c)
Barton Hall
d)
Terman and Oden
|
|
Krithika Chakraborty answered |
Schonell puts Backward child is 'One who compared with other pupils of the same chronological age shows marked educational deficiency'.
Which of the following factors will not lead to educational backwardness? - a)Poor educational environment of the school
- b)Occupation of the family
- c)Poor emotional climate of the family
- d)Poor socio-economic status of the family
Correct answer is option 'B'. Can you explain this answer?
Which of the following factors will not lead to educational backwardness?
a)
Poor educational environment of the school
b)
Occupation of the family
c)
Poor emotional climate of the family
d)
Poor socio-economic status of the family
|
|
Meghana Singh answered |
The occupation of a family doesn't lead to educational backwardness beacuse it doesn't affect the mindset of the children while the rest of them do by creating a bias amongst the children's minds.
A student works hard to clear an entrance test for admission into a medical college. The student is said to be motivated - a)experientially
- b)intrinsically
- c)extrinsically
- d)individually
Correct answer is option 'B'. Can you explain this answer?
A student works hard to clear an entrance test for admission into a medical college. The student is said to be motivated
a)
experientially
b)
intrinsically
c)
extrinsically
d)
individually
|
|
Skyhigh Academy answered |
- Intrinsic Motivation: This occurs when an individual is motivated by internal factors, such as personal satisfaction, interest, or the joy of learning. It involves engaging in an activity for its own sake.
- Application: The student works hard to clear the entrance test driven by a desire for personal achievement, satisfaction, or passion for a medical career, which reflects intrinsic motivation.
- Conclusion: The student's motivation is intrinsic because it stems from internal desires rather than external rewards or pressures.
- Application: The student works hard to clear the entrance test driven by a desire for personal achievement, satisfaction, or passion for a medical career, which reflects intrinsic motivation.
- Conclusion: The student's motivation is intrinsic because it stems from internal desires rather than external rewards or pressures.
Which of the following statements cannot be considered as a feature of 'learning'? - a)Learning is a process that mediates behaviour
- b)Learning is something that occurs as a result of certain experiences
- c)Unlearning is also a part learning
- d)None of these
Correct answer is option 'D'. Can you explain this answer?
Which of the following statements cannot be considered as a feature of 'learning'?
a)
Learning is a process that mediates behaviour
b)
Learning is something that occurs as a result of certain experiences
c)
Unlearning is also a part learning
d)
None of these
|
|
Rani Kumari answered |
Correct answer is D because these all points are the features of learning and learning helps in development.
"Creative thinking involves new forms of thinking away from the traditional forms. Thus, creativity includes curiosity, imagination, research, novelty and invention." Who said this? - a)Simpson
- b)Guilford
- c)Mednik
- d)Woodworth
Correct answer is option 'A'. Can you explain this answer?
"Creative thinking involves new forms of thinking away from the traditional forms. Thus, creativity includes curiosity, imagination, research, novelty and invention." Who said this?
a)
Simpson
b)
Guilford
c)
Mednik
d)
Woodworth
|
|
Vandana Tiwari answered |
Following are some definitions of creative thinking to understand its meaning:-
"Creativity sometimes refers to creative potential, sometimes to creative production and sometimes to creative productivity."
Guilford
"Creative thinking consists of forming new combinations of associative elements."
Mednik
"Creative thinking involves new forms of thinking away from the traditional forms. Thus creativity includes curiosity, imagination, research, novelty and inventions etc."
Simson
"Creativity sometimes refers to creative potential, sometimes to creative production and sometimes to creative productivity."
Guilford
"Creative thinking consists of forming new combinations of associative elements."
Mednik
"Creative thinking involves new forms of thinking away from the traditional forms. Thus creativity includes curiosity, imagination, research, novelty and inventions etc."
Simson
Frequent events are generally better recalled than infrequent events. This is the assumptions we make when using - a)means-end analysis
- b)subgoal analysis
- c)the availability heuristic
- d)the representativeness heuristic.
Correct answer is option 'C'. Can you explain this answer?
Frequent events are generally better recalled than infrequent events. This is the assumptions we make when using
a)
means-end analysis
b)
subgoal analysis
c)
the availability heuristic
d)
the representativeness heuristic.
|
|
Shruti Nambiar answered |
Sol.The availability heuristic is a mental shortcut that helps us make a decision based on how easy it is to bring something to mind. The representativeness heuristic is a mental shortcut that helps us make a decision by comparing information to our mental prototypes.
While selecting material for the portfolio of students …………. of …………. should be there. - a)inclusion; students
- b)inclusion; parents
- c)exclusion; students
- d)inclusion; other teachers
Correct answer is option 'A'. Can you explain this answer?
While selecting material for the portfolio of students …………. of …………. should be there.
a)
inclusion; students
b)
inclusion; parents
c)
exclusion; students
d)
inclusion; other teachers
|
|
Aishani Nair answered |
, it is important to consider several factors:
1. Quality: The portfolio should showcase the student's best work. It should include projects or assignments that demonstrate their skills, knowledge, and creativity. Only select work that meets high standards and reflects the student's capabilities.
2. Relevance: The portfolio should include work that is relevant to the student's desired field or career path. For example, if a student is interested in graphic design, their portfolio should consist of design projects rather than unrelated subjects or disciplines.
3. Diversity: It's essential to include a variety of work in the portfolio to showcase the student's range of skills and interests. This can include different mediums, techniques, or subjects. It demonstrates versatility and adaptability.
4. Progression: The portfolio should show the student's growth and development over time. It can include early works as well as recent ones to highlight how their skills have improved or evolved.
5. Organization: The portfolio should be well-organized and easy to navigate. Each piece of work should have a clear title, description, and date. It's also important to arrange the portfolio in a logical order that tells a story or narrative.
6. Presentation: Consider how the portfolio will be presented. It can be in a physical format like a binder or folder, or it can be in a digital format such as a website or online portfolio platform. Ensure that the chosen format enhances the presentation of the student's work.
7. Consistency: The portfolio should have a consistent visual style and layout. This helps create a cohesive and professional presentation.
8. Copyright and permissions: Ensure that the student has the necessary rights and permissions to include the work in their portfolio. If any work was created as part of a team or for a client, make sure to obtain consent before including it.
9. Feedback: Seek feedback from mentors, teachers, or professionals in the field. Their insights can help identify strengths and areas for improvement in the portfolio.
10. Regular updates: Encourage students to update their portfolio regularly as they create new work or improve existing pieces. This ensures that the portfolio remains current and reflects the student's latest skills and accomplishments.
1. Quality: The portfolio should showcase the student's best work. It should include projects or assignments that demonstrate their skills, knowledge, and creativity. Only select work that meets high standards and reflects the student's capabilities.
2. Relevance: The portfolio should include work that is relevant to the student's desired field or career path. For example, if a student is interested in graphic design, their portfolio should consist of design projects rather than unrelated subjects or disciplines.
3. Diversity: It's essential to include a variety of work in the portfolio to showcase the student's range of skills and interests. This can include different mediums, techniques, or subjects. It demonstrates versatility and adaptability.
4. Progression: The portfolio should show the student's growth and development over time. It can include early works as well as recent ones to highlight how their skills have improved or evolved.
5. Organization: The portfolio should be well-organized and easy to navigate. Each piece of work should have a clear title, description, and date. It's also important to arrange the portfolio in a logical order that tells a story or narrative.
6. Presentation: Consider how the portfolio will be presented. It can be in a physical format like a binder or folder, or it can be in a digital format such as a website or online portfolio platform. Ensure that the chosen format enhances the presentation of the student's work.
7. Consistency: The portfolio should have a consistent visual style and layout. This helps create a cohesive and professional presentation.
8. Copyright and permissions: Ensure that the student has the necessary rights and permissions to include the work in their portfolio. If any work was created as part of a team or for a client, make sure to obtain consent before including it.
9. Feedback: Seek feedback from mentors, teachers, or professionals in the field. Their insights can help identify strengths and areas for improvement in the portfolio.
10. Regular updates: Encourage students to update their portfolio regularly as they create new work or improve existing pieces. This ensures that the portfolio remains current and reflects the student's latest skills and accomplishments.
Why are chimpanzees unable to learn spoken language ? - a)They are not trainable
- b)They lack the necessary vocal apparatus
- c)They are culturally deprived.
- d)English is too difficult.
Correct answer is option 'B'. Can you explain this answer?
Why are chimpanzees unable to learn spoken language ?
a)
They are not trainable
b)
They lack the necessary vocal apparatus
c)
They are culturally deprived.
d)
English is too difficult.
|
|
Ashutosh Banerjee answered |
Explanation:
Lack of Vocal Apparatus:
Chimpanzees are unable to learn spoken language primarily because they lack the necessary vocal apparatus. The vocal cords and anatomy of chimpanzees are not designed to produce the wide range of sounds required for human speech. While they are capable of making vocalizations, their ability to reproduce complex human speech sounds is limited due to their physical limitations.
Communication Ability:
Chimpanzees primarily communicate using gestures, facial expressions, and vocalizations within their own social groups. They have their own forms of communication that are effective within their species, but these do not translate well to spoken language. This limits their ability to learn and understand human language.
Cognitive Differences:
Additionally, chimpanzees have cognitive differences that make it challenging for them to grasp the complexities of spoken language. While they are highly intelligent animals, their cognitive abilities are different from humans, which can impact their ability to learn and use language in a similar way.
Alternative Communication Methods:
Despite their inability to learn spoken language, chimpanzees have demonstrated the ability to learn and use sign language and other forms of communication. Researchers have successfully taught chimpanzees like Washoe, Koko, and others to communicate using sign language, demonstrating their capacity for language learning through alternative methods.
In conclusion, the primary reason chimpanzees are unable to learn spoken language is due to their lack of the necessary vocal apparatus. While they may not be able to speak in the same way humans do, they can still communicate effectively using other forms of language.
Lack of Vocal Apparatus:
Chimpanzees are unable to learn spoken language primarily because they lack the necessary vocal apparatus. The vocal cords and anatomy of chimpanzees are not designed to produce the wide range of sounds required for human speech. While they are capable of making vocalizations, their ability to reproduce complex human speech sounds is limited due to their physical limitations.
Communication Ability:
Chimpanzees primarily communicate using gestures, facial expressions, and vocalizations within their own social groups. They have their own forms of communication that are effective within their species, but these do not translate well to spoken language. This limits their ability to learn and understand human language.
Cognitive Differences:
Additionally, chimpanzees have cognitive differences that make it challenging for them to grasp the complexities of spoken language. While they are highly intelligent animals, their cognitive abilities are different from humans, which can impact their ability to learn and use language in a similar way.
Alternative Communication Methods:
Despite their inability to learn spoken language, chimpanzees have demonstrated the ability to learn and use sign language and other forms of communication. Researchers have successfully taught chimpanzees like Washoe, Koko, and others to communicate using sign language, demonstrating their capacity for language learning through alternative methods.
In conclusion, the primary reason chimpanzees are unable to learn spoken language is due to their lack of the necessary vocal apparatus. While they may not be able to speak in the same way humans do, they can still communicate effectively using other forms of language.
One of the colleagues asks you to do some favor to his favorite students in the examination. You will – - a)Remind him of teacher like conduct
- b)Complain against him to principle
- c)Oblige him by giving favor to student in examination
- d)Award grades objectively
Correct answer is option 'A'. Can you explain this answer?
One of the colleagues asks you to do some favor to his favorite students in the examination. You will –
a)
Remind him of teacher like conduct
b)
Complain against him to principle
c)
Oblige him by giving favor to student in examination
d)
Award grades objectively
|
|
Aarav Chakraborty answered |
Remind him of teacher like conduct:
It is important to remind your colleague of the ethical responsibilities that come with being a teacher. As educators, it is our duty to uphold the integrity of the examination process and treat all students fairly. Giving favors to specific students undermines the credibility of the examination system and sets a bad example for other students.
Importance of fairness:
By giving preferential treatment to certain students, your colleague is not only being unfair to the rest of the students but also compromising the values of honesty and integrity that are essential in the field of education. It is important to emphasize the importance of treating all students equally and allowing them to earn their grades based on their own merit.
Consequences of unethical behavior:
Engaging in favoritism in examinations can have serious consequences, not just for the students involved but also for the reputation of the institution. It can lead to distrust among students, damage the credibility of the education system, and ultimately harm the learning environment.
Encouraging teacher professionalism:
By reminding your colleague of the importance of maintaining teacher professionalism and ethical conduct, you are helping to uphold the standards of the teaching profession. It is essential to prioritize the values of fairness, honesty, and integrity in all aspects of education, including examinations.
In conclusion, it is crucial to remind your colleague of the teacher's duty to conduct examinations with fairness and integrity. By upholding these principles, we can ensure a level playing field for all students and maintain the credibility of the education system.
It is important to remind your colleague of the ethical responsibilities that come with being a teacher. As educators, it is our duty to uphold the integrity of the examination process and treat all students fairly. Giving favors to specific students undermines the credibility of the examination system and sets a bad example for other students.
Importance of fairness:
By giving preferential treatment to certain students, your colleague is not only being unfair to the rest of the students but also compromising the values of honesty and integrity that are essential in the field of education. It is important to emphasize the importance of treating all students equally and allowing them to earn their grades based on their own merit.
Consequences of unethical behavior:
Engaging in favoritism in examinations can have serious consequences, not just for the students involved but also for the reputation of the institution. It can lead to distrust among students, damage the credibility of the education system, and ultimately harm the learning environment.
Encouraging teacher professionalism:
By reminding your colleague of the importance of maintaining teacher professionalism and ethical conduct, you are helping to uphold the standards of the teaching profession. It is essential to prioritize the values of fairness, honesty, and integrity in all aspects of education, including examinations.
In conclusion, it is crucial to remind your colleague of the teacher's duty to conduct examinations with fairness and integrity. By upholding these principles, we can ensure a level playing field for all students and maintain the credibility of the education system.
Most drop-outs from Govt. Schools occur because these schools do not - a)Offer financial aid
- b)Have enough variety in the curriculum
- c)Hold student’s interest
- d)Offer enough extra-curricular activities
Correct answer is option 'C'. Can you explain this answer?
Most drop-outs from Govt. Schools occur because these schools do not
a)
Offer financial aid
b)
Have enough variety in the curriculum
c)
Hold student’s interest
d)
Offer enough extra-curricular activities
|
|
Tejas Kulkarni answered |
Accountability
d)Provide a safe and conducive learning environment
d)Provide a safe and conducive learning environment
Which of the following is more generally acceptable by modern educationists? - a)There should be one single aim of education unchangeable over time and space.
- b)There is one grand objective of education; and that is the development of the inner nature of the child.
- c)Contribution to the welfare of the society should be the only aim of education.
- d)Education is bound to have several aims since its concerns are several such as the individual, the society, the family, the nation and so on.
Correct answer is option 'D'. Can you explain this answer?
Which of the following is more generally acceptable by modern educationists?
a)
There should be one single aim of education unchangeable over time and space.
b)
There is one grand objective of education; and that is the development of the inner nature of the child.
c)
Contribution to the welfare of the society should be the only aim of education.
d)
Education is bound to have several aims since its concerns are several such as the individual, the society, the family, the nation and so on.
|
|
Anand Desai answered |
Educationists generally accept the idea that education should have multiple aims. Here are some reasons why:
The Concerns of Education are Diverse
Education is not only concerned with the individual student, but also with the society, family, nation, and even the world. Therefore, it is important to have multiple aims that address these different concerns.
Different Students Have Different Needs
Each student is unique and has their own set of strengths, weaknesses, interests, and goals. Therefore, education should have multiple aims that address the diverse needs of students.
Society is Dynamic
Society is constantly changing, and education must adapt to these changes. Therefore, having multiple aims allows education to address the changing needs of society.
Different Cultures Have Different Values
Different cultures have different values and priorities. Therefore, education should have multiple aims that reflect the values of diverse cultures.
The Complexity of Human Development
Human development is complex and multifaceted. Therefore, education should have multiple aims that address the cognitive, emotional, social, physical, and spiritual aspects of development.
In conclusion, education should have multiple aims that address the diverse needs of students, the changing needs of society, the values of diverse cultures, and the complexity of human development.
The Concerns of Education are Diverse
Education is not only concerned with the individual student, but also with the society, family, nation, and even the world. Therefore, it is important to have multiple aims that address these different concerns.
Different Students Have Different Needs
Each student is unique and has their own set of strengths, weaknesses, interests, and goals. Therefore, education should have multiple aims that address the diverse needs of students.
Society is Dynamic
Society is constantly changing, and education must adapt to these changes. Therefore, having multiple aims allows education to address the changing needs of society.
Different Cultures Have Different Values
Different cultures have different values and priorities. Therefore, education should have multiple aims that reflect the values of diverse cultures.
The Complexity of Human Development
Human development is complex and multifaceted. Therefore, education should have multiple aims that address the cognitive, emotional, social, physical, and spiritual aspects of development.
In conclusion, education should have multiple aims that address the diverse needs of students, the changing needs of society, the values of diverse cultures, and the complexity of human development.
An instinct is characterized by - a)cognition
- b)conation
- c)affective
- d)all the above
Correct answer is option 'D'. Can you explain this answer?
An instinct is characterized by
a)
cognition
b)
conation
c)
affective
d)
all the above
|
Manasi Nair answered |
Instinct Characteristics:
Instincts are innate behaviors that are present in all individuals of a species. They are essential for survival and are characterized by various components.
Cognition:
- Instincts involve cognitive processes such as perception, learning, and memory.
- These cognitive aspects help individuals recognize and respond to instinctual behaviors effectively.
Conation:
- Conation refers to the mental or physical effort towards achieving a goal.
- Instincts drive individuals to act in a certain way to fulfill their basic needs or respond to specific stimuli.
Affective:
- Instincts are often accompanied by emotional responses.
- These emotional reactions help individuals prioritize and respond to instinctual behaviors in a timely manner.
All of the Above (Option D):
- Instincts encompass cognition, conation, and affective components.
- Together, these aspects work cohesively to guide individuals' behavior in response to various stimuli, ensuring survival and adaptation in their environment.
In conclusion, instincts are complex behaviors that involve cognitive, conative, and affective components. These components work together to drive individuals to respond to instinctual behaviors effectively and ensure their survival and adaptation in their environment.
Instincts are innate behaviors that are present in all individuals of a species. They are essential for survival and are characterized by various components.
Cognition:
- Instincts involve cognitive processes such as perception, learning, and memory.
- These cognitive aspects help individuals recognize and respond to instinctual behaviors effectively.
Conation:
- Conation refers to the mental or physical effort towards achieving a goal.
- Instincts drive individuals to act in a certain way to fulfill their basic needs or respond to specific stimuli.
Affective:
- Instincts are often accompanied by emotional responses.
- These emotional reactions help individuals prioritize and respond to instinctual behaviors in a timely manner.
All of the Above (Option D):
- Instincts encompass cognition, conation, and affective components.
- Together, these aspects work cohesively to guide individuals' behavior in response to various stimuli, ensuring survival and adaptation in their environment.
In conclusion, instincts are complex behaviors that involve cognitive, conative, and affective components. These components work together to drive individuals to respond to instinctual behaviors effectively and ensure their survival and adaptation in their environment.
Development takes place when - a)environmental forces work on the organism
- b)environmental forces interact with the hereditary forces in an organism
- c)both of these
- d)none of these
Correct answer is option 'C'. Can you explain this answer?
Development takes place when
a)
environmental forces work on the organism
b)
environmental forces interact with the hereditary forces in an organism
c)
both of these
d)
none of these
|
Ira Chakraborty answered |
Understanding Development
Development is a complex process that involves multiple factors, primarily the interaction between environmental forces and hereditary traits. The correct answer, option 'C', emphasizes the importance of both aspects in influencing development.
1. Environmental Forces
- Environmental forces include factors such as nutrition, climate, social context, and educational opportunities.
- These forces significantly impact an organism's growth, behavior, and overall development.
- For example, children raised in nurturing environments often exhibit better cognitive and emotional growth compared to those in adverse conditions.
2. Hereditary Forces
- Hereditary forces refer to genetic traits passed down from parents to offspring.
- These traits establish the biological framework for growth, including physical characteristics and predispositions to certain behaviors or health conditions.
- Genetics play a crucial role in determining an individual's potential, but this potential can be realized differently based on environmental influences.
3. Interaction of Both Forces
- The interaction between environmental and hereditary forces creates a dynamic system where development occurs.
- For instance, a genetically gifted athlete may not reach their full potential without the right training environment.
- Conversely, a child in a supportive environment may thrive even if they do not possess high genetic potential for a specific skill.
Conclusion
- In summary, development is a product of both environmental influences and hereditary characteristics.
- Recognizing the interplay between these forces helps in understanding the holistic nature of growth and development in organisms.
- Therefore, option 'C' is correct as it captures the essence of this interaction.
Development is a complex process that involves multiple factors, primarily the interaction between environmental forces and hereditary traits. The correct answer, option 'C', emphasizes the importance of both aspects in influencing development.
1. Environmental Forces
- Environmental forces include factors such as nutrition, climate, social context, and educational opportunities.
- These forces significantly impact an organism's growth, behavior, and overall development.
- For example, children raised in nurturing environments often exhibit better cognitive and emotional growth compared to those in adverse conditions.
2. Hereditary Forces
- Hereditary forces refer to genetic traits passed down from parents to offspring.
- These traits establish the biological framework for growth, including physical characteristics and predispositions to certain behaviors or health conditions.
- Genetics play a crucial role in determining an individual's potential, but this potential can be realized differently based on environmental influences.
3. Interaction of Both Forces
- The interaction between environmental and hereditary forces creates a dynamic system where development occurs.
- For instance, a genetically gifted athlete may not reach their full potential without the right training environment.
- Conversely, a child in a supportive environment may thrive even if they do not possess high genetic potential for a specific skill.
Conclusion
- In summary, development is a product of both environmental influences and hereditary characteristics.
- Recognizing the interplay between these forces helps in understanding the holistic nature of growth and development in organisms.
- Therefore, option 'C' is correct as it captures the essence of this interaction.
The son of a goldsmith becomes an expert goldsmith. It is an example of a - a)biological, heredity
- b)social heredity
- c)transfer of instinct
- d)none of these
Correct answer is option 'B'. Can you explain this answer?
The son of a goldsmith becomes an expert goldsmith. It is an example of a
a)
biological, heredity
b)
social heredity
c)
transfer of instinct
d)
none of these
|
|
Aarav Mehra answered |
Social Heredity: Explanation
Social heredity refers to the process of learning skills, values, and behaviors from the environment and people around us. In the given example, the son of a goldsmith becomes an expert goldsmith through social heredity. This means that the son learned the skills and techniques of goldsmithing from his father and other experienced goldsmiths in his community.
Social heredity is different from biological heredity, which refers to the passing on of genetic traits from one generation to another. In this case, the son's ability to become a goldsmith is not determined by his genes, but rather by his exposure to the craft and his willingness to learn and practice it.
Transfer of Instinct and None of These options are not relevant to this example.
Conclusion
In conclusion, the son of a goldsmith becoming an expert goldsmith is an example of social heredity, where the skills and knowledge of a craft are passed down from one generation to another through learning and practice.
Social heredity refers to the process of learning skills, values, and behaviors from the environment and people around us. In the given example, the son of a goldsmith becomes an expert goldsmith through social heredity. This means that the son learned the skills and techniques of goldsmithing from his father and other experienced goldsmiths in his community.
Social heredity is different from biological heredity, which refers to the passing on of genetic traits from one generation to another. In this case, the son's ability to become a goldsmith is not determined by his genes, but rather by his exposure to the craft and his willingness to learn and practice it.
Transfer of Instinct and None of These options are not relevant to this example.
Conclusion
In conclusion, the son of a goldsmith becoming an expert goldsmith is an example of social heredity, where the skills and knowledge of a craft are passed down from one generation to another through learning and practice.
DNA test helps us to know - a)the genetic traits of a person
- b)nature of personality
- c)both of these
- d)none of these
Correct answer is option 'C'. Can you explain this answer?
DNA test helps us to know
a)
the genetic traits of a person
b)
nature of personality
c)
both of these
d)
none of these
|
|
Harshitha Khanna answered |
Genetic Traits
- DNA tests provide information about a person's genetic traits by analyzing their DNA sequence.
- This includes information about inherited traits such as eye color, hair color, height, and susceptibility to certain diseases.
- Understanding a person's genetic traits can help in making informed decisions about healthcare, lifestyle choices, and even ancestry.
Nature of Personality
- DNA tests can also provide insights into the nature of a person's personality traits.
- Some studies suggest that certain genes may be associated with personality traits such as introversion, extroversion, and openness.
- While DNA tests cannot predict a person's entire personality, they can provide some clues about potential behavioral tendencies.
Both of These
- By combining information about genetic traits and personality, DNA tests offer a comprehensive view of an individual.
- This knowledge can be valuable in various aspects of life, from healthcare decisions to personal development.
- Understanding both genetic traits and personality can help individuals make more informed choices and better understand themselves.
In conclusion, DNA tests can provide valuable information about both genetic traits and the nature of personality. By analyzing an individual's DNA, these tests offer insights that can be used to make informed decisions and gain a deeper understanding of oneself.
- DNA tests provide information about a person's genetic traits by analyzing their DNA sequence.
- This includes information about inherited traits such as eye color, hair color, height, and susceptibility to certain diseases.
- Understanding a person's genetic traits can help in making informed decisions about healthcare, lifestyle choices, and even ancestry.
Nature of Personality
- DNA tests can also provide insights into the nature of a person's personality traits.
- Some studies suggest that certain genes may be associated with personality traits such as introversion, extroversion, and openness.
- While DNA tests cannot predict a person's entire personality, they can provide some clues about potential behavioral tendencies.
Both of These
- By combining information about genetic traits and personality, DNA tests offer a comprehensive view of an individual.
- This knowledge can be valuable in various aspects of life, from healthcare decisions to personal development.
- Understanding both genetic traits and personality can help individuals make more informed choices and better understand themselves.
In conclusion, DNA tests can provide valuable information about both genetic traits and the nature of personality. By analyzing an individual's DNA, these tests offer insights that can be used to make informed decisions and gain a deeper understanding of oneself.
During a classroom interaction a student raise a question which you cannot answer there and then. How will you react? - a)Ask the student not to raise question in the class.
- b)Scold the student for asking such question
- c)Ignore the question and move ahead
- d)Admit your inability and promise to answer next day.
Correct answer is option 'D'. Can you explain this answer?
During a classroom interaction a student raise a question which you cannot answer there and then. How will you react?
a)
Ask the student not to raise question in the class.
b)
Scold the student for asking such question
c)
Ignore the question and move ahead
d)
Admit your inability and promise to answer next day.
|
|
Prerna Basak answered |
Handling a student's question is an essential part of teaching. A teacher should always be prepared to answer the questions raised by the students. However, there may be times when the teacher may not have an immediate answer to a question. In such cases, the teacher should handle the situation tactfully without discouraging the students from asking questions. The best way to handle such a situation is:
Admit your inability to answer the question: The teacher should be honest and admit that he/she does not have the answer to the question.
Promise to answer the question: The teacher should assure the student that he/she will look into the matter and try to find the answer to the question.
Encourage the student to ask more questions: The teacher should encourage the students to ask more questions as it will increase their knowledge.
Take the help of other teachers or resources: The teacher can take the help of other teachers or resources like books, internet, etc. to find the answer to the question.
Follow up the next day: The teacher should make sure to follow up the next day and provide the answer to the question. This will show the students that the teacher is serious about their questions and is willing to go the extra mile to provide them with the information they need.
In conclusion, admitting the inability to answer a question and promising to answer it the next day is the best way to handle the situation. It will show the students that the teacher respects their questions and is committed to providing them with the right answer.
Admit your inability to answer the question: The teacher should be honest and admit that he/she does not have the answer to the question.
Promise to answer the question: The teacher should assure the student that he/she will look into the matter and try to find the answer to the question.
Encourage the student to ask more questions: The teacher should encourage the students to ask more questions as it will increase their knowledge.
Take the help of other teachers or resources: The teacher can take the help of other teachers or resources like books, internet, etc. to find the answer to the question.
Follow up the next day: The teacher should make sure to follow up the next day and provide the answer to the question. This will show the students that the teacher is serious about their questions and is willing to go the extra mile to provide them with the information they need.
In conclusion, admitting the inability to answer a question and promising to answer it the next day is the best way to handle the situation. It will show the students that the teacher respects their questions and is committed to providing them with the right answer.
Which of the following characteristics is the hallmark of the problem-solving approach? - a)There is usually one approach for getting the right answer
- b)The problem is based on only one principle/topic
- c)There is an implicit hint given in the problem statement
- d)The problem is original
Correct answer is option 'C'. Can you explain this answer?
Which of the following characteristics is the hallmark of the problem-solving approach?
a)
There is usually one approach for getting the right answer
b)
The problem is based on only one principle/topic
c)
There is an implicit hint given in the problem statement
d)
The problem is original
|
|
Shail Sen answered |
The hallmark of the problem-solving approach is the presence of an implicit hint given in the problem statement. Let's understand why this characteristic is important and how it distinguishes the problem-solving approach from other approaches.
1. Implicit Hint:
The problem-solving approach often presents a problem statement that includes an implicit hint or clue. This hint may not be explicitly stated but is crucial in guiding the problem-solving process. It requires the problem solver to carefully analyze the problem, identify relevant information, and make connections between different concepts. The implicit hint acts as a guide, leading the problem solver towards the correct solution.
2. Multiple Approaches:
Contrary to option (a), the problem-solving approach does not rely on one specific approach to arrive at the right answer. Instead, it encourages individuals to explore multiple approaches and strategies. The problem solver may utilize different problem-solving techniques, such as trial and error, logical reasoning, or creative thinking, to find a solution. This flexibility allows for a more comprehensive and innovative problem-solving process.
3. Broad Topics:
Option (b) states that the problem in the problem-solving approach is based on only one principle or topic. However, the hallmark of the problem-solving approach is its ability to address a wide range of topics and principles. Problems can be related to various disciplines, such as mathematics, science, literature, or social issues. The problem-solving approach is not limited to a single domain but can be applied universally.
4. Originality:
While option (d) suggests that the problem in the problem-solving approach is original, this characteristic is not exclusive to the problem-solving approach. Problems can be original or derived from existing scenarios. What truly distinguishes the problem-solving approach is the presence of an implicit hint, which guides the problem solver towards the solution.
In conclusion, the hallmark of the problem-solving approach is the presence of an implicit hint in the problem statement. This hint acts as a guide, allowing individuals to explore multiple approaches and apply their problem-solving skills to arrive at the right answer. The problem-solving approach is not limited to a single principle or topic and can be applied to a wide range of problems across different domains.
1. Implicit Hint:
The problem-solving approach often presents a problem statement that includes an implicit hint or clue. This hint may not be explicitly stated but is crucial in guiding the problem-solving process. It requires the problem solver to carefully analyze the problem, identify relevant information, and make connections between different concepts. The implicit hint acts as a guide, leading the problem solver towards the correct solution.
2. Multiple Approaches:
Contrary to option (a), the problem-solving approach does not rely on one specific approach to arrive at the right answer. Instead, it encourages individuals to explore multiple approaches and strategies. The problem solver may utilize different problem-solving techniques, such as trial and error, logical reasoning, or creative thinking, to find a solution. This flexibility allows for a more comprehensive and innovative problem-solving process.
3. Broad Topics:
Option (b) states that the problem in the problem-solving approach is based on only one principle or topic. However, the hallmark of the problem-solving approach is its ability to address a wide range of topics and principles. Problems can be related to various disciplines, such as mathematics, science, literature, or social issues. The problem-solving approach is not limited to a single domain but can be applied universally.
4. Originality:
While option (d) suggests that the problem in the problem-solving approach is original, this characteristic is not exclusive to the problem-solving approach. Problems can be original or derived from existing scenarios. What truly distinguishes the problem-solving approach is the presence of an implicit hint, which guides the problem solver towards the solution.
In conclusion, the hallmark of the problem-solving approach is the presence of an implicit hint in the problem statement. This hint acts as a guide, allowing individuals to explore multiple approaches and apply their problem-solving skills to arrive at the right answer. The problem-solving approach is not limited to a single principle or topic and can be applied to a wide range of problems across different domains.
All humans contain ………………… chromosomes. - a)26
- b)36
- c)46
- d)42
Correct answer is option 'C'. Can you explain this answer?
All humans contain ………………… chromosomes.
a)
26
b)
36
c)
46
d)
42
|
|
Aryan Patel answered |
Chromosomes in Humans:
Humans contain 46 chromosomes in total. These chromosomes are found in the nucleus of each cell in the body and are responsible for carrying genetic information.
Types of Chromosomes:
- Humans have 23 pairs of chromosomes, with one set inherited from each parent.
- Out of these 23 pairs, 22 pairs are autosomes, which determine traits such as hair color, eye color, and height.
- The remaining pair is the sex chromosomes, which determine the individual's sex. Females have two X chromosomes (XX), while males have one X and one Y chromosome (XY).
Genetic Information:
- Each chromosome is made up of DNA, which contains genes that code for specific traits and characteristics.
- The chromosomes are organized into structures called chromatids, which are visible during cell division.
Chromosome Abnormalities:
- Changes in the number or structure of chromosomes can lead to genetic disorders and abnormalities.
- For example, Down syndrome is caused by an extra copy of chromosome 21, resulting in a total of 47 chromosomes.
Conclusion:
In conclusion, humans have 46 chromosomes in total, with 23 pairs inherited from each parent. These chromosomes play a crucial role in determining our genetic makeup and traits.
Humans contain 46 chromosomes in total. These chromosomes are found in the nucleus of each cell in the body and are responsible for carrying genetic information.
Types of Chromosomes:
- Humans have 23 pairs of chromosomes, with one set inherited from each parent.
- Out of these 23 pairs, 22 pairs are autosomes, which determine traits such as hair color, eye color, and height.
- The remaining pair is the sex chromosomes, which determine the individual's sex. Females have two X chromosomes (XX), while males have one X and one Y chromosome (XY).
Genetic Information:
- Each chromosome is made up of DNA, which contains genes that code for specific traits and characteristics.
- The chromosomes are organized into structures called chromatids, which are visible during cell division.
Chromosome Abnormalities:
- Changes in the number or structure of chromosomes can lead to genetic disorders and abnormalities.
- For example, Down syndrome is caused by an extra copy of chromosome 21, resulting in a total of 47 chromosomes.
Conclusion:
In conclusion, humans have 46 chromosomes in total, with 23 pairs inherited from each parent. These chromosomes play a crucial role in determining our genetic makeup and traits.
Development is - a)Maturation
- b)Learning
- c)Synthesis of abilities
- d)All of these
Correct answer is option 'D'. Can you explain this answer?
Development is
a)
Maturation
b)
Learning
c)
Synthesis of abilities
d)
All of these
|
|
Siya Sharma answered |
Development is a Synthesis of Abilities
Development is a complex process that involves various factors such as maturation, learning, and the synthesis of abilities. Let's break down each of these components:
Maturation:
Maturation refers to the biological process of growth and development that occurs naturally as individuals age. It involves physical changes, such as the development of motor skills, cognitive abilities, and emotional regulation. Maturation plays a significant role in shaping an individual's overall development.
Learning:
Learning is the acquisition of knowledge, skills, and behaviors through experiences, instruction, and practice. It is a crucial aspect of development as individuals learn new concepts, problem-solving strategies, and social skills that contribute to their overall growth and development. Learning can occur through formal education, interactions with others, and personal experiences.
Synthesis of Abilities:
Development also involves the synthesis of various abilities, including cognitive, social, emotional, and physical skills. As individuals progress through different stages of development, they integrate and refine their abilities to navigate the complexities of life effectively. This synthesis of abilities enables individuals to adapt to new challenges, make informed decisions, and achieve personal goals.
Conclusion:
In conclusion, development is a dynamic process that encompasses maturation, learning, and the synthesis of abilities. By understanding and recognizing the interplay of these factors, educators and caregivers can support individuals in their developmental journey and help them reach their full potential.
Development is a complex process that involves various factors such as maturation, learning, and the synthesis of abilities. Let's break down each of these components:
Maturation:
Maturation refers to the biological process of growth and development that occurs naturally as individuals age. It involves physical changes, such as the development of motor skills, cognitive abilities, and emotional regulation. Maturation plays a significant role in shaping an individual's overall development.
Learning:
Learning is the acquisition of knowledge, skills, and behaviors through experiences, instruction, and practice. It is a crucial aspect of development as individuals learn new concepts, problem-solving strategies, and social skills that contribute to their overall growth and development. Learning can occur through formal education, interactions with others, and personal experiences.
Synthesis of Abilities:
Development also involves the synthesis of various abilities, including cognitive, social, emotional, and physical skills. As individuals progress through different stages of development, they integrate and refine their abilities to navigate the complexities of life effectively. This synthesis of abilities enables individuals to adapt to new challenges, make informed decisions, and achieve personal goals.
Conclusion:
In conclusion, development is a dynamic process that encompasses maturation, learning, and the synthesis of abilities. By understanding and recognizing the interplay of these factors, educators and caregivers can support individuals in their developmental journey and help them reach their full potential.
Who is considered to be the creator of the play-way method of education? - a)Coldwell Cook
- b)Madam Montessori
- c)Froebel
- d)John Devy
Correct answer is option 'C'. Can you explain this answer?
Who is considered to be the creator of the play-way method of education?
a)
Coldwell Cook
b)
Madam Montessori
c)
Froebel
d)
John Devy
|
|
Prerna Yadav answered |
Madam Montessori is considered to be the creator of the play-way method of education.
Montessori was an Italian physician and educator who observed children's behavior and learning patterns. She developed a teaching method based on the idea that children learn best through play and exploration. Her method emphasized hands-on learning and self-directed activity.
Montessori believed that children should be given the freedom to choose their own activities and work at their own pace. She also believed in creating a prepared environment that would encourage children to learn and explore.
The play-way method of education is based on Montessori's principles of child-centered learning. It involves creating an environment where children can learn through play and exploration. The method emphasizes the importance of hands-on learning and encourages children to explore their environment and learn through trial and error.
The play-way method of education has been widely adopted by schools and educators around the world, and has been found to be effective in promoting children's cognitive, social, and emotional development.
Montessori was an Italian physician and educator who observed children's behavior and learning patterns. She developed a teaching method based on the idea that children learn best through play and exploration. Her method emphasized hands-on learning and self-directed activity.
Montessori believed that children should be given the freedom to choose their own activities and work at their own pace. She also believed in creating a prepared environment that would encourage children to learn and explore.
The play-way method of education is based on Montessori's principles of child-centered learning. It involves creating an environment where children can learn through play and exploration. The method emphasizes the importance of hands-on learning and encourages children to explore their environment and learn through trial and error.
The play-way method of education has been widely adopted by schools and educators around the world, and has been found to be effective in promoting children's cognitive, social, and emotional development.
Who among the following used the term 'backwardness' in his book? - a)Schonell
- b)Krightstone
- c)Cyril Burt
- d)CE Beeby
Correct answer is option 'C'. Can you explain this answer?
Who among the following used the term 'backwardness' in his book?
a)
Schonell
b)
Krightstone
c)
Cyril Burt
d)
CE Beeby
|
|
Atharva Sengupta answered |
Cyril Burt used the term "backwardness" in his book.
Explanation:
Cyril Burt was a British psychologist who worked extensively in the field of intelligence testing and educational psychology. In his book titled "The Backward Child," published in 1937, Burt used the term "backwardness" to describe children who were experiencing academic difficulties and were falling behind their peers in terms of achievement.
Burt believed that this backwardness was not just a result of environmental factors such as poor teaching or lack of resources, but rather was due to innate differences in intelligence and ability. He argued that some children were simply born with lower levels of intelligence and that this led to their academic struggles.
Burt's ideas were controversial and have been widely debated and criticized, particularly in light of his later involvement in the eugenics movement and allegations of scientific misconduct. However, his use of the term "backwardness" to describe academic difficulties in children was influential in shaping educational policy and practice in the early twentieth century.
Explanation:
Cyril Burt was a British psychologist who worked extensively in the field of intelligence testing and educational psychology. In his book titled "The Backward Child," published in 1937, Burt used the term "backwardness" to describe children who were experiencing academic difficulties and were falling behind their peers in terms of achievement.
Burt believed that this backwardness was not just a result of environmental factors such as poor teaching or lack of resources, but rather was due to innate differences in intelligence and ability. He argued that some children were simply born with lower levels of intelligence and that this led to their academic struggles.
Burt's ideas were controversial and have been widely debated and criticized, particularly in light of his later involvement in the eugenics movement and allegations of scientific misconduct. However, his use of the term "backwardness" to describe academic difficulties in children was influential in shaping educational policy and practice in the early twentieth century.
Earlier educational values were lower and less wide-spread in an agrarian than in an industrial society. This was not because - a)Education served no purpose for them as they needed no knowledge.
- b)The agrarian society was always in need of hard physical labour and long hours of work instead of education.
- c)The agrarian society would get little time to take off to attend school.
- d)The agrarian society needed no employment for their members outside agriculture for which education is necessary.
Correct answer is option 'B'. Can you explain this answer?
Earlier educational values were lower and less wide-spread in an agrarian than in an industrial society. This was not because
a)
Education served no purpose for them as they needed no knowledge.
b)
The agrarian society was always in need of hard physical labour and long hours of work instead of education.
c)
The agrarian society would get little time to take off to attend school.
d)
The agrarian society needed no employment for their members outside agriculture for which education is necessary.
|
|
Nikhil Yadav answered |
Explanation:
Earlier educational values were lower and less wide-spread in an agrarian society as compared to an industrial society. The correct answer to this question is option B, which means that the agrarian society was always in need of hard physical labour and long hours of work instead of education. Let's discuss why this is the correct answer in detail:
Hard physical labour:
In an agrarian society, people were engaged in farming, which required a lot of hard physical labour. They had to cultivate crops, take care of animals, and do other farming-related activities that required them to work long hours in the fields. Due to this, they had little or no time for education as they had to focus on their daily chores.
Lack of education:
The lack of education in an agrarian society made it difficult for people to understand the importance of education. They did not see the value of education as they believed that their livelihoods depended on farming, and they only needed to learn farming-related skills.
Industrial society:
On the other hand, the industrial society had a higher level of education as compared to the agrarian society. The industrial revolution brought about a change in the way people worked, and many new jobs were created that required education and skills. This made education more important and valuable for people in an industrial society.
Conclusion:
In conclusion, the correct answer to this question is option B because the agrarian society was always in need of hard physical labour and long hours of work instead of education. This made it difficult for people to prioritize education, and they did not see the value of it in their daily lives.
Earlier educational values were lower and less wide-spread in an agrarian society as compared to an industrial society. The correct answer to this question is option B, which means that the agrarian society was always in need of hard physical labour and long hours of work instead of education. Let's discuss why this is the correct answer in detail:
Hard physical labour:
In an agrarian society, people were engaged in farming, which required a lot of hard physical labour. They had to cultivate crops, take care of animals, and do other farming-related activities that required them to work long hours in the fields. Due to this, they had little or no time for education as they had to focus on their daily chores.
Lack of education:
The lack of education in an agrarian society made it difficult for people to understand the importance of education. They did not see the value of education as they believed that their livelihoods depended on farming, and they only needed to learn farming-related skills.
Industrial society:
On the other hand, the industrial society had a higher level of education as compared to the agrarian society. The industrial revolution brought about a change in the way people worked, and many new jobs were created that required education and skills. This made education more important and valuable for people in an industrial society.
Conclusion:
In conclusion, the correct answer to this question is option B because the agrarian society was always in need of hard physical labour and long hours of work instead of education. This made it difficult for people to prioritize education, and they did not see the value of it in their daily lives.
Chapter doubts & questions for CTET Practice Test (Child Pedagogy) - CTET (Central Teacher Eligibility Test) Mock Test Series 2025 2025 is part of CTET & State TET exam preparation. The chapters have been prepared according to the CTET & State TET exam syllabus. The Chapter doubts & questions, notes, tests & MCQs are made for CTET & State TET 2025 Exam. Find important definitions, questions, notes, meanings, examples, exercises, MCQs and online tests here.
Chapter doubts & questions of CTET Practice Test (Child Pedagogy) - CTET (Central Teacher Eligibility Test) Mock Test Series 2025 in English & Hindi are available as part of CTET & State TET exam.
Download more important topics, notes, lectures and mock test series for CTET & State TET Exam by signing up for free.
|
© EduRev
|
Education Revolution
|
|
Signup to see your scores
go up
within 7 days!
within 7 days!
Takes less than 10 seconds to signup