CTET Paper 2 Mock Test - 3 (Science & Mathematics) - CTET & State TET MCQ

Case-history method is more effective to study all of the factors given above because the information includes the past history which may be gathered from a patient, his close relatives like parents, siblings or others who accompany him or from his friends, neighbours, etc.

A student has the habit of writing with his right hand. Due to loss of his right hand in an accident, he uses his left hand for writing. It is an example of bilateral transfer. Bilateral transfer is an aspect of the transfer of learning and is the transfer of learning or performance from one side of the body after training to the other. So, for example, after training a task with the right hand, there is an improvement in left-handed performance.

The brain learns best and most efficiently when making connections and associations between new information and knowledge already processed and understood. The teachers must help the students learn by providing opportunities to relate new ideas or techniques to knowledge they have already mastered.
Hence, presenting disconnected chunks of knowledge would make it difficult for the learners to gain conceptual understanding, as the students are not able to make connections to the new information.

Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors interfere with school and home life.
Reducing the time allotted to complete an assignment to make it coincide with time of attention, and increasing this time in a phased manner will be best suited to deal with attention deficit hyperactivity.

Wood, Bruner, and Ross's (1976) idea of scaffolding parallels the work of Vygotsky. They described scaffolding as the support given to a learner who is younger by an older, more experienced adult.
Vygotsky observed that adults and older peers' instructions to children become less directive across time; a process he called "scaffolding." When working with very young children, adults and older peers are naturally prone to provide a lot of structure and direction, telling children exactly what to do and how to do it. As time goes by, however, and children gain experience with problem solving on their own, adults/peers will naturally decrease the amount of prompting and direction they provide to children.

A slow learner is a child whose IQ is low enough to cause considerable difficulty in keeping up in the classroom. An average IQ is 100. Slow learners score between 70 and 90 on IQ tests. Less than 70 is considered mentally retarded.

The American motivation psychologist Abraham H. Maslow developed the hierarchy of needs consisting of five hierarchic classes. According to Maslow, people are motivated by unsatisfied needs. The needs listed from basic (lowest-earliest) to most complex (highest-latest) are as follows:

• Physiology (hunger, thirst, sleep, etc.)
• Safety/Security/Shelter/Health
• Social/Love/Friendship
• Self-esteem/Recognition/Achievement
• Self-actualisation/achievement of full potential/can never be fully accomplished

Schools should promote the personal/social development of students in a safe, inclusive learning environment. They also provide a foundation for students to understand their interests, abilities and challenges. This translates to developing as per their potential in the areas of their interests.

'Learning to learn' is the ability to pursue and persist in learning, to organise one's own learning, including effective management of time and information, both individually and in groups. So, the most effective from all the above options is 'Learning to learn'.

Article 30(1) enjoins that "all minorities whether based on religion or language shall have the right to establish and administer educational institutions of their choice".

The term pedagogy can be used to define the various ways that teaching and learning is carried out, in an educational sense. It is a term that refers to the method of how teachers teach, in theory, and in practice.

• Pedagogy is formed by an educator’s teaching beliefs and concerns the interplay between culture and different ways to learn. In order to help students to build on prior learning, meaningful classroom relationships must exist.

Howard Gardner, an American psychologist, proposed the Theory of Multiple Intelligences. In his book ‘Frames of Mind’, he pointed out that he did not believe there was "one form of cognition which cuts across all human thinking." There are multiple intelligences with autonomous intelligence capacities. " So, intelligence cannot be viewed as a single entity.

• Gardner initially proposed eight types of intelligence, which later on he increased to nine. Thus, Gardner views each individual as a unique combination of various intelligences; hence, we cannot say that one is more intelligent and another is less intelligent.

Role of Heredity and Environment in growth and development: Heredity and environment are closely interrelated and each human being at birth has a gene determined physical, mental, and biochemical potential. This potential may not be reached because of environmental influences. Stimulation to the development of innate abilities comes from the environment. Environment influences this potential only to a limited extent favorably or unfavorably.

Failure is the state or condition of not meeting a desirable aim and may be viewed as the opposite of success. There are many cognitive, physical, intellectual, scholastical, emotional, and cultural causes for the failure of students.

A student with the locus of control believes that success or failure is due to his or her efforts or disabilities.

• The locus of control can be either internal or external to the individual.

Kohlberg Theory: The theory focuses mainly on the development of moral reasoning and morality among children and has given 6 stages for the same. The theory also suggests that moral logic is primarily focused on seeking and maintaining justice.

The teacher is responsible to keep the students active, disciplined, attentive, participative during the teaching-learning process. For all this, the teacher has to keep the students motivated so that they remain self-disciplined and actively perform in the classroom activity. 

Education would be meaningful only then when it would be student/child-centred. Education is referred to as child-centred education when it gives preference to a child's needs, interests & aptitudes.

Constructivism is centered on the idea that human knowledge and learning are actively constructed by the learner, not passively received from the environment. Knowledge is created or constructed by the experiencing individual. It is not impersonal or absolute.

• Bruner defines constructivism as a learning theory in which learning is seen as an active process in which learners construct new ideas or concepts based upon their current and previous knowledge.

Defense mechanisms are learned and designed to tackle self-devaluation, anxiety, and hurt and operate automatically at habitual levels. They typically involve measures of self-deception and distortion. Defense mechanisms are usually exercised in combination instead of singly and quite often they are combined with task-oriented behavior. To a great extent, they are necessary to soften failure, alleviate anxiety and hurt, and protect feelings of significance adequacy, and worth. Normally, they are adjustive reactions but sometimes they seriously interfere with the effective resolution of stress. Defense mechanisms may feature in a negative or a positive form.

Teachers need to create a good classroom environment to facilitate children’s learning. To create such a learning environment, compliance with teachers of the given statements is not true.
The environment in which learning takes place may be described as a composite of natural conditions, circumstances and influences, and sociocultural contexts in which an individual is situated. Therefore, you can say that the learning environment is the sum total of the surroundings in which individuals interact to enrich experiences and thus leading to learning.

Children in Pre-operational stage have symbolic thinking but do not realize that actions can be reversed and their judgments are based on the immediate appearance of things. 
Cognitive development involves cognitive processes such as knowing, thinking, remembering, recognizing, categorizing, imagining, reasoning, decision-making, and so forth. Cognitive development proceeds as children mature. Piaget divided cognitive development into four stages.

• Sensorimotor (Birth – 2 years) & Preoperational (2-7 years)
• Concrete Operational (7-11 years) & Formal Operational (11 years and above)

​The Pre-operational Stage: This is the second stage of cognitive development which is basically a pre-logical stage as logic has not yet fully developed. It extends from two to seven years of age. They begin to think symbolically. During the Symbolic play, children can create mental images of objects and store them in their minds for later use. For example, such a child can draw a picture of or pretend to play with a puppy that is no longer present there.

A child belonging to a high-class family generally has a pool of information about new technologies but a mediocre child probably has a gist of the information. Personal factor affecting learning showed by the statement.
Any one of several internal, external, or unknown factors can influence learning. In this section, a classification of the factors influencing learning has been made under the broad headings physiological, personal, socio-emotional, and educational factors.

According to Kohlberg the pre-conventional level of moral development of a child shows no internalization of moral values. In this level, the moral reasoning of the child is controlled by external rewards and punishment.
Pre-conventional Level:

• Obedience and Punishment: Based on avoiding punishment, a focus on the consequences of actions, rather than intentions; intrinsic deference to authority
• Individualism and Exchange: The “right” behaviours are those that are in the best interest of oneself, tit for tat mentality.

During classroom discussions, the teacher pay attention to boys only rather than girls. This is an example of Gender bias.
Gender Bias is behavior that shows favoritism toward one gender over another. Gender bias occurs when we make assumptions regarding the behaviors, abilities, or preferences of students based upon their gender. Therefore, During classroom discussions, when the teacher pays attention to boys only rather than girls. This shows the scenario of gender biaseness.

- The assertion is true as children in the babbling stage indeed produce random sounds with their speech organs.

- The reason is false as vocal play and babbling are not solely produced during interactions with parents or relatives but also during solitary play and exploration.

- Therefore, the assertion is true, but the reason does not accurately explain the assertion.

- The assertion is accurate, reflecting common societal perceptions of women and men based on traditional gender stereotypes.

- The reason is true as well, highlighting how deeply ingrained gender norms influence societal expectations and perceptions.

- Moreover, the reason provides a logical explanation for why women and men are often perceived in these specific ways, making Option A the correct answer.

- The Assertion is correct as development does indeed follow a sequence from infancy to maturity.

- The Reason is also accurate as individual differences in development can be attributed to factors like heredity, endowments, and environment.

- The Reason serves as a valid explanation for the Assertion, as these factors play a crucial role in shaping the unique developmental paths of individuals.

- The Assertion is correct as individual differences in development are indeed influenced by both heredity and environmental factors, as mentioned in the content.

- The Reason is also correct as it explains how the varying growth rates of different body parts illustrate the interaction between genetic inheritance and environmental conditions.

- The Reason provides a logical explanation for the Assertion, making Option A the correct answer.

Assertion: The assertion is correct. Children do rely on logic and reasoning for cognitive development.

Reason: The reason is correct as it explains how deductive reasoning is a crucial part of children's cognitive growth.

Explanation: Deductive reasoning, starting from a general statement and narrowing down to a specific conclusion, is indeed a key aspect of children's cognitive development, supporting the assertion. Hence, Option A is the correct answer.