UGC NET Paper 2 Education Mock Test - 9 - UGC NET MCQ

Key Points

Constructivism

• Constructivism says learners construct knowledge rather than just passively take in information.
• People experience the world and reflect upon those experiences, they build their own representation and incorporate new information into their pre-existing knowledge.
• Students work together in small groups to maximize their own and each other's learning.
• Constructive learning differs from typical group work in that it requires interdependence among group members to solve a problem or complete an assignment.
• Learners pose their own questions and seek answers to their questions via research and direct observation.

Thus option 1 is correct.

Additional Information 
Structuralism - Structuralism developed the idea that the structure of the mind is the result of evolutionary and genetically determined biological forces.

Behaviourism - Behaviorism is a theory of learning based on the idea that all behaviours are acquired through conditioning, and conditioning occurs through interaction with the environment.

Gestalt Psychology - Gestalt psychology is a school of thought that looks at the human mind and behaviour as a whole.

The Plan-Do-Check-Act (PDCA) Cycle, a collaborative professional development approach that is also referred to as the Deming Cycle, is a popular tool often used in the teaching improvement process.

• In the PDCA Cycle, a group of teachers meets as a team to set goals and to collaboratively design a lesson. Once the lesson is crafted one or more of the teachers in the group teach the lesson, while the other group members observe the lesson, occasionally acting as students.
• The PDCA Cycle encourages teachers to be methodical in their lesson planning and to discuss and refine their teaching for subsequent improvement of future lessons.
• The Plan-do-check-act Procedure
  • Plan: Recognize an opportunity and plan a change.
  • Do: Test the change. Carry out a small-scale study.
  • Check: Review the test, analyze the results, and identify what you’ve learned.
  • Act: Take action based on what you learned in the study step.
• If the change did not work, go through the cycle again with a different plan. If you were successful, incorporate what you learned from the test into wider changes. Use what you learned to plan new improvements, beginning the cycle again.

Hence, the correct match is:

Correct answer Table

Mahatma Gandhi

• He synthesized all the three basic philosophies of education into his philosophy of education — Naturalism, Idealism, and Pragmatism. 
• He advocated for free and compulsory education, craft–centered education, mother- tongue as a medium of instruction.
• His famous quote "By education I mean an all-round drawing out of the best in child and man-body, mind and spirit”, emphasizes the all-round development of a child.
• Mahatma Gandhi, the father of our nation was the pro-pounder of Basic Education. The purpose of the Wardha Education Conference was to discuss different aspects of the new system of education, i.e., Basic Education.

Rabindranath Tagore

• There are four fundamental principles in Tagore's educational philosophy; naturalism, humanism, internationalism, and idealism.
• He insisted that education should be imparted in natural surroundings.
• According to him, “Education means enabling the mind to find out that ultimate truth which emancipates us from the bondage of dust and gives us wealth not of things but of inner light, not of power but of love. It is a process of enlightenment. It is divine wealth. It helps in realization of the truth”.
• The aim of education is to bring about the perfection of man by dispelling ignorance and ushering in the light of knowledge. It should enable us to lead a complete life – economic, intellectual, aesthetic, social, and spiritual.
• He considered Nature as a powerful agency for the moral and spiritual development of the child exerting a very healthy influence upon the heart, mind, and body of the child.

Vivekanand

• All knowledge in the human mind.
• Education is the manifestation of perfection already in the human mind.
• Knowledge is inherent in man. No knowledge comes from outside.
• Like fire in a piece of flint, knowledge exists in the mind. Man discovers it.
• Laid stress on character development.
• Considered woman education as an important tool in national integration.
• Advocated for mass education without any bias on the basis of caste and creed.

Shri Aurobindo

• Shri Aurobindo (1872 – 1950) can be viewed as a 20th -century renaissance person who thought and brought many unique principles of education.

• Shri Aurobindo emphasized that education should be in accordance with the needs of our real modern life. In other words, education should create dynamic citizens so that they are able to meet the needs of modern complex life.
•  According to him, physical development and holiness are the chief aims of education.
• Shri Aurobindo maintained such educational philosophy which was proper for the Indian people, not something merely following the past but to the developing the skills of Indians which leads to self-creation and her eternal spirit.
• His concept of education is not only getting simple knowledge but getting different types of knowledge that he points to the necessities of education: it is the main objective of making the powers of the human mind and spirit.
• Shri Aurobindo aimed at the whole transformation of student life through his Integral education theory.
• Integral education includes approaches to education from biological, neurological, societal, cultural, psychological, and spiritual fields of study.
• An integral approach also considers the many developmental lines in a human being —cognitive, emotional, interpersonal, artistic, moral, spiritual, and others.

Important Notes

• Basic education is an evolving program of instruction that is intended to provide students with the opportunity to become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and communities, to explore and understand different perspectives, and to enjoy.
• Aesthetic Education is a way of regaining touch with the process of learning something new, of being introduced to a medium never known in a particular way before. It is the incorporation of the arts across the curriculum in a way that fosters a heightened awareness of and appreciation for all that touches our lives.

Conclusion:
Shri Aurobindo talked about getting simple knowledge but different types of knowledge and for that, he advocated for integral education theory. Mahatma Gandhi talked about the holistic development of a child and emphasized basic education, Tagore in his view was a naturalist who emphasized teaching in the natural environment and advocated the inclusion of art in the curriculum, while Vivekananda laid more emphasis on hidden knowledge in the mind of a child. Hence, option (4) is correct.

Maturation

• Maturation is the process of being mature; the emergence of individual and behavioral characteristics through growth processes over time.
• Maturation may refer to Aging (food), the left of a product over an extended period of time to aid in improving the flavor.
• Maturation is the process of learning to cope and react in an emotionally appropriate way.
• It does not necessarily happen along with aging or physical growth but is a part of growth and development.
• A situation a person must deal with at a young age prepares them for the next and so on into adulthood.
• It is the process with which we develop, grow and change throughout our entire lives.
• In children, maturation means going through their development stages.
• There is mental, physical, emotional, somatic growth and development in the child.

The factor of maturation:

Acquisition

• Acquisition refers to the initial stage of the learning or conditioning process.
• In this stage, some response is being associated with some stimulus to the point where we can say the organism has "acquired" the response.
• Acquisition refers to an early stage of the learning process during which time a response is first established.
• At this point in learning, the subject will begin displaying the behavior when a stimulus is presented, so we can then say that the behavior has been acquired.

Retention

•  Refers to a person's ability to retain and use information.
• This ability is imperative in learning new skills.
• However, if a person encounters information about a field that is totally new to them retention of the new material is not as likely.
• It is the persistence of learned behavior or experience during a period when it is not being performed or practiced, as indicated by the ability to recall

Recall

•  The act of retrieving information or events from the past while lacking a specific cue to help in retrieving the information.
• A person employs recall, for example, when reminiscing about a vacation or reciting a poem after hearing its title.
• Recall in memory refers to the mental process of retrieval of information from the past.
• Retrieval cues can facilitate recall.

Therefore, Motivation is not the factor of maturation.

Key Points 

Understanding Level of Teaching:

• The understanding level of teaching involves presenting the instructions in more detailedly and helping the students form generalizations and principles.
• The teacher provides more opportunities for the students to develop their intellectual and reasoning abilities.
• H.C. Morrison is the exponent of this level.
• This level aims to help learners master the content taught so that a desired change can be seen in their personality.
• This level is divided into five steps - Exploration, Presentation, Assimilation, Organization, and Recitation.
• Both objective and subjective items are used in the test at this level, and the teacher and learner have an active role in the social system.

Science helps to develop the requisite theoretical knowledge and practical technical skills to enter the world of work that will help the students in further forming their careers in the field of science.

• The science curriculum refers to the overall subject matter of science to be taught in a specific period of time in a particular class. It includes all the co-curricular and recreational activities that are to be conducted in a science classroom.​ 
• NCF - 2005 is the national curriculum framework published in 2005, by the national council of education, research, and training (NCERT). It is the official document which states that the curriculum must be student-centric and beyond the textbooks.

Key Points

According to NCF-2005,

• At the upper primary stage, the child should be engaged in learning the principles of science through familiar experiences, working with hands to design simple technological units and modules.
• The children should be encouraged to perform research and experiments on their own so that they can get real concrete experiences that will enhance their conceptual learning of science.
• For example, they can make working models of windmills, dams, and the heart. These will help the children in learning more about the environment and health through activities and experiments.

Hint

• At the upper primary stage, the children should not be introduced with the theories and laws but they should be made familiar with the basic concepts that provides basis for the laws and theories to be understood.
• For example, we can not introduced three laws of motion directly to them instead first the children needs to understand the concept of "motion".
• Also, the teaching of concepts at the upper primary level should be done through interdisciplinary approach where one topic is being taught by reflecting on to different attributes of a concept. It is to develop conceptual understanding of students in depth and in multi-dimensions.
• For example, the children when in science taught about the "water cycle" then it is also necessary to connect it with its social factors in social studies such as conservation of water in desert areas, rain water harvesting, and so on.
• The science content at this stage should not be regarded as a diluted version of secondary school science because teaching of science is done through multi-disciplinary approach which compels children to think divergently and logically so that they can firmly understand the science at the secondary level.

Hence, it could be concluded that the child should be engaged in learning principles of science through familiar experiences is recommended in the science curriculum of upper primary stage.

Assessment is the process of gathering, interpreting, recording, and using information about a learners' response is to an educational task. It helps in diagnosing the gaps in realizing the objectives of EVS and taking necessary measures to provide feedback to students about their progress and also motivating and guiding them in future learning.

Key PointsUseful tools for qualitative analysis of data:

• Audio-Video Recordings: Audio-visual aids are those tools that can be heard as well as seen. The devices require the auditory as well as visual senses and help the students to learn through listening as well as viewing. These are instructional devices that are used to communicate messages more effectively through sound and visuals.
• Interview: The interview method is a method of personality assessment in which the interviewer asks questions to the clients and the client is allowed to answer either in a structured or an unstructured form.
• Focus Group Discussion: Discussion takes place whenever there is a difference of opinion concerning the situation. It involves an interchange of questions and ideas among the students/peers.

Hence, we can conclude that a survey is not useful for the qualitative analysis of data. 

An inclusive classroom is a part of 'inclusive education' that refers to the inclusion of all children in the education system, regardless of their differences and disabilities. It is about making school a place where all children can participate and learn.

• It values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow. It provides a provision to include disabled children along with normal children in a regular classroom environment.

Key Points Peer Tutoring strategy should be actively promoted in an inclusive classroom as it boosts the confidence of special children while learning with normal children.

• Peer tutoring refers to the learning process where fellow students teach each other. In this strategy, a higher-performing student is paired with a lower-performing student to teach specific skills.
• Inclusive classes are great places to implement “peer buddies” or “peer tutoring”. Children can be paired by matching their physical, cognitive, and social needs.
• A teacher can pair a child who is very active with someone who is less active and clearly establish the goal (what exact activity the pair would do) and then he/she must monitor the progress systematically.

Hence, it could be concluded that both (A) and (R) are true, and (R) is the correct explanation of (A).

The correct answer is To be read just for fun. To be read-only in parts.

Key Points

• In the given passage the line '...Some books are to be tasted others to be swallowed, and some few to be chewed and digested that is...'
• When he writes that '...Some books are to be tasted...' it means some books are only worthy of a quick reading or an examination for a particular idea (they should only be '...tasted..').
• However, those books that are important must be read thoroughly (they should be '..swallowed..').
• Therefore, as per the points mentioned above, we find that the correct answer is option 3.

Correct Answer: To be read just for fun. To be read-only in parts.

The correct answer is They are to be read by deputy and extracts made of them by others.

Key Points

• The line '...Some books may also be read by deputy and extracts made of them by others, but that would be only in the less important arguments and the meaner sort of books...'
• What the writer says is that summarization is only appropriate for meaner books, otherwise the result will be ‘flashy’. 
• That is, the writer's implication goes in one direction (if you are going to read in summary, then it should be a meaner book) but the question appears to understand it in the reverse direction (if you are going to read a meaner book, then it must be in summary)
• Therefore, as per the points mentioned above, we find that the correct answer is option 1.

Correct Answer: They are to be read by deputy and extracts made of them by others

John Dewey, an American philosopher has proposed the concept of 'P< />rogressive Education' which emphasizes that learning takes place only through 'hands-on' approach so the students must interact with their environment to adapt and learn.

Important Points

Progressive education is the basic idea that schools should be agents of democracy. To reform society, we must reform the schools. Growing out of a period of rapid social, economic, demographic, and political change.

Progressive education: 

• belief that schooling needs to be solidly grounded in democratic values of associated living.
• emphasizes to enhance skills and understanding of the learners by engaging with the contents and experiences.
• promotes 'learning by doing' to make children self-reliant and productive to use their knowledge and talents effectively.
• ensures the active participation of students by working in a group and applying practical knowledge to complete an activity.

Key Points

Feature of Progressive Education:

• Education for society and democracy.
• Collaborative and cooperative learning.
• Learning as opposed to rote knowledge.
• Flexible time-table and seating arrangement.
• Emphasis on lifelong learning and social skills.
• Integrated curriculum focused on thematic units.
• Emphasis on problem solving and critical thinking.
• De-emphasize textbooks, emphasize multiple resources.

Hence, we can conclude that progressive education is the belief that schooling needs to be solidly grounded in democratic values of associated living.

The National Curriculum Framework (NCF) 2023 is a policy framework for school education in India. It was released in 2023 by the Ministry of Education. The NCF 2023 sets out the aims and objectives of school education in India, and it also provides guidance on the curriculum, pedagogy, and assessment.

Key Points

• The curricular goal for the Foundational Stage is to develop effective communication skills for day-to-day interactions. This means that children should be able to communicate effectively in their own language, and they should also be able to communicate in other languages, as appropriate.
• The other options are not the curricular goals for the Foundational Stage. The study of foreign languages is not a priority at this stage, and the development of good human beings and contributing citizens are broader goals that are achieved through the development of effective communication skills.

Therefore, the answer is 2) Develop effective communication skills for day-to-day interactions.

Ethics in research:

• Ethics are the moral principles or norms that should be followed by everyone irrespective of time and place. 
• Research ethics implies fair conduct and distinguishing between right and wrong.
• It refers to the adherence to the publication norms and practices while conducting the research process.
• It emphasizes the original study, plagiarism-free contents, presentation of true facts and figures in the research article, and avoidance of dubious means associated with research activities. 

Key Points

When a researcher publishes previously published material by himself, it is not plagiarism: Incorrect

• Auto-plagiarism, also known as self-plagiarism or duplication.
• It happens when an author reuses significant portions of his or her previously published work without attribution.
• Thus, this type of plagiarism is most likely to involve published researchers, rather than university students.
• The severity of this kind of infraction is under debate, depending on the copied content.
• Many academic journals, however, have strict criteria on the percentage of author’s work that is reusable.  
• This is another form of plagiarism.

​Following standard research ethics is the sole responsibility of the Institute: Incorrect

• ​Following the principles of ethics is not the sole responsibility of the institute.
• It is an individual's personal responsibility to avoid ethical transgression.

Standard research ethics changes from person to person: Incorrect

• Ethics is the same for everyone, it does not differ from person to person.
• It is a set of principles that is to be followed by all irrespective of position, experience and qualification.

Thus, the correct statement is ethics in research lays the bounds of discipline for a researcher.

Key Points

•  DIKSHA is a platform for school education in India that provides digital and interactive content for both teachers and students.
• The term "DIKSHA" stands for Digital Infrastructure for Knowledge Sharing.
• DIKSHA offers resources and training modules for teachers to enhance their digital skills and teaching methodologies.
• It aims to empower educators with the tools and knowledge to integrate technology into their teaching practices.
• DIKSHA serves as a digital repository of educational content, including textbooks, lesson plans, assessments, and multimedia resources. 

Thus, the full form of DIKSHA is Digital infrastructure for Knowledge sharing.

The University Grants Commission (UGC) lays down various rules and regulations for construction of various buildings in colleges and universities like college class rooms, hostel, library, labs, administration blocks etc. In order for the colleges to develop their infrastructure, the UGC grants funds based on various terms and conditions under ‘capital assets (35)’ section under component 1 of Block Grant to Colleges.

Inclusive education may include involving students in decision-making processes, creating opportunities for families to participate in school events and activities, and working with community organizations to support inclusion and equity.

Key Points

• One of the main challenges to implementing inclusive education in schools is the lack of resources and support from the school administration.
• This may include limited funding for special education services, inadequate teacher training and professional development, and a lack of policies and procedures to support inclusive practices.
• To address this challenge, schools can take several steps to promote inclusive education.
• This may include providing funding for professional development opportunities for teachers and staff, investing in technology and other resources to support students with diverse needs, and ensuring that school policies and practices are designed to support inclusion and equity.
• The second challenge listed, creating a community of parents only, is not a solution but rather a potential barrier to implementing inclusive education.
• Inclusive education requires the involvement and engagement of all stakeholders, including students, families, teachers, and administrators.
• Creating a community of parents only can exclude other important voices and perspectives and limit the potential for collaboration and partnership.

Hence, it can be concluded that the Lack of resources and support from the school administration is the challenge to implementing inclusive education in schools.

Key Points 

There are four main types of scales used in research, which are:

Nominal Scale: The nominal scale is the simplest and least precise of the four scales. It is used for categorical or qualitative data classified into distinct categories. This scale type has no quantitative value, and the data is represented through labels. For example, gender, religion, nationality, or marital status are nominal data.

Ordinal Scale: The ordinal scale categorizes data in a particular order but does not have equal intervals between the categories. It is a qualitative ranking system that assigns a specific value to each category, and it's used when the data is not numerical. For example, academic ranks like first, second, and third, or military ranks like general, captain, and sergeant are ordinal data.

Interval Scale: The interval scale measures the distance between the scale points with equal intervals and has no true zero. It means that there is no absence of the characteristic being measured. The most common examples of interval data are temperature measurements on the Celsius or Fahrenheit scale.

Ratio Scale: The ratio scale is the most precise scale among the four scales, and it has equal intervals between the scale points and a true zero point. The true zero point means that the measured characteristic is absent and cannot have a negative value. Examples of ratio data include weight, height, age, and income.

In light of the above explanation, it can be concluded that 

(a) False - An ordinal scale is a scale that orders objects or individuals based on some criteria, such as ranking from highest to lowest. Still, the distance between the positions on the scale is not necessarily equal.

(b) False - A nominal scale is a scale that categorizes objects or individuals into distinct groups or categories based on some characteristic, such as gender or ethnicity. There is no quantitative aspect to the scale.

(c) False - A ratio scale is a scale that has a true zero point, meaning that there is an absence of the characteristic being measured. For example, weight or height can be measured on a ratio scale because they have a true zero point, whereas temperature measured in Celsius or Fahrenheit does not have a true zero point.

(d) True - An interval scale is a scale on which the distance between scale positions is equal, meaning that the difference between any two adjacent positions on the scale is the same, but there is no true zero point. An example of an interval scale is the Celsius temperature scale, where the difference between 10 and 20 degrees is the same as between 20 and 30 degrees. Still, there is no absence of temperature at 0 degrees Celsius

University Grants Commission

• UGC stands for University Grants Commission is a statutory organization in India.
• UGC was set up by the Union of Government In 1956.
• UGC has power and holds the authority to approve the universities in India.
• Before providing university authority, the UGC team checked university educational standards.
  • The main function of the UGC is to allocate funding to its funded institutions and to offer impartial and respected expert advice to the Government on the strategic development and resource requirements of higher education.

Important Points 

The guidelines issued by the UGC are mandatory for all Higher Education Institutions both government and private of National Importance.

• The UGC has the unique distinction of being the only grant-giving agency in the country which has been vested with two responsibilities:
  • First, providing funds
  • Second, of coordination, determination, and maintenance of standards in institutions of higher education.

Key Points 

The UGC`s mandate includes:

• Promoting and coordinating university education.
• Determining and maintaining standards of teaching, examination, and research in universities.
• Framing regulations on minimum standards of education.
• Monitoring developments in the field of collegiate and university education
• Disbursing grants to the universities and colleges.
• Serving as a vital link between the Union and state governments and institutions of higher learning.
• Advising the Central and State governments on the measures necessary for the improvement of university education. 

Hence, we may conclude that the mandate of the University Grants Commission (UGC) that can be considered are as follows: -

• Promotion and coordination of University education.
• Determining and monitoring standards of teaching, examination, and research in Universities.
• Framing regulations on minimum standards of education.
• Disbursing and regulating grants to the universities and colleges.

Option (C) Organising continuous professional development programs for college and university teachers is the responsibility of that respective colleges and universities.

 B.S. Bloom has proposed a taxonomy which is a set of three hierarchical models that refers to the classification of educational learning objectives.

Bloom's Taxonomy Identified Three Domains of Learning Cognitive Domain, Affective Domain, and Psychomotor Domain.

Key Points 

The cognitive domain involves mental skills which are categorized into six levels of learning that serve in the development of intellectual skills and acquisition power. 

Stages & Sub-domains of Cognitive Domain:

• Knowledge: It refers to the process of recognizing and recalling information.
• Comprehension: It refers to the process of interpreting and assimilating information.
• Application: It refers to the process of utilizing information in new and different situations.
• Analysis: It refers to the process of identifying the pattern and connection among the given information.
• Synthesis: It refers to the process of combining information and making connections among them to generate a new idea.
• Evaluation: It refers to the process of making judgments and Justifying decisions about the value of information and materials.

Hence, it is clear that knowledge, comprehension, application, analysis, synthesis, and evaluation belong to the cognitive domain.

Additional Information
Affective domain is the second domain in the taxonomy. It deals with attitude, motivation, willingness to participate, incorporating values and discipline into life. Let's Understand the Levels of Affective Domain in Brief:

• Receiving: At this level, the learner shows sensitivity to certain stimuli. It is like the teacher catching the student's attention.
• Responding:  It is defined as the tendency to respond to an object or stimuli. (Willingness to participate)
• Valuing: It refers to the acceptance of behavior and commitment to it. One values certain behaviors not by desires but by commitment. (Willingness to change behavior)
• Organizing: It refers to organizing the value system which is attained when one develops one’s code of conduct or standard of public life.
• Characterizing: It deals with behavior as per values or attitudes a child has imbibed; children show teamwork. (Willingness to be involved)

The psychomotor domain of learning is concerned with acquiring skills that require the integration of mental and physical movements. The sub-domains of the psychomotor domain is elaborated below:​

• Imitate: At this level children possess the ability to observe and perform a specific behavior.
• Manipulate: At this level children possess the ability to perform certain actions on the basis of given instructions.
• Precision: At this level children possess the ability to perform particular actions accurately and with few errors but without any help.
• Articulation: At this level children possess the ability to adapt, integrate multiple actions, and modify the movement to perform a specific task.
• Naturalization: At this level children possess the ability to perform certain actions effortlessly and in an automatic or unconscious way.

Criticism is the practice of judging the merits and faults of something. The judger is called a critic. To engage in criticism is to criticise One specific item of criticism is called a criticism or critique. Criticism is an evaluative or corrective exercise that can occur in any area of human life.

Care of body is does not fit into the scheme of educational goals of the Idealists.

Special education has several basic principles that guide the development and implementation of programs and services for students with disabilities. These principles are designed to ensure that all students have the opportunity to receive a free and appropriate public education (FAPE) and reach their full potential.

Key Points

Here's a breakdown of the principles:

• Tutoring in functional skills: Special education programs often incorporate tutoring to help students develop essential skills needed for daily life and future independence. These skills can include communication, self-care, self-advocacy, and vocational training.
• Emphasis on individualized instruction: Every child learns differently and has unique strengths and needs. Special education emphasizes individualized instruction, tailored to the student's specific disability and learning style. This ensures they receive the most effective and appropriate support to succeed.
• Emphasis on awakening of the child senses: Sensory stimulation plays a crucial role in child development, especially for children with disabilities. Special education programs often utilize sensory activities to engage various senses, promoting learning, sensory integration, and overall development.

Hence, we can conclude that all of the above are the basic principles of special education.

The philosophy of education encompasses diverse perspectives, and one significant figure in the realm of pragmatism is John Dewey. Born in 1859, Dewey was an American philosopher, psychologist, and educational reformer. His pragmatic philosophy heavily influenced the field of education, emphasizing the importance of experiential learning and the practical application of knowledge.

Key Points John Dewey's pragmatic philosophy significantly shaped the foundations of modern education, emphasizing the active role of learners, the integration of theory and practice, and the preparation of individuals for active participation in democratic societies.

• Experiential Learning:
  • Dewey's pragmatist approach centers on experiential learning, where education is viewed as an interactive process between individuals and their environment.
  • Learning, according to Dewey, is most effective when derived from concrete experiences and problem-solving.
• Learning by Doing:
  • A core tenet of Dewey's philosophy is the idea of "learning by doing," emphasizing active engagement and practical application of knowledge in real-life situations.
  • This approach contrasts with traditional educational models that rely heavily on rote memorization and passive learning.
• Integration of Theory and Practice:
  • Dewey advocated for the seamless integration of theory and practice in education, believing that learning gains significance when it applies to real-world challenges.
  • This approach fosters a holistic understanding of subjects and prepares individuals for active participation in society.
• Democratic Education:
  • Dewey's pragmatism extends to his views on democratic education, emphasizing the role of education in cultivating informed and engaged citizens.
  • He believed that education should promote social responsibility and prepare individuals to contribute meaningfully to a democratic society.
• Child-Centered Education:
  • Dewey's pragmatism emphasizes a child-centered approach, acknowledging the unique needs and interests of each learner.
  • The curriculum should be flexible, responding to the evolving needs and experiences of students.
• Scientific Method in Education:
  • Dewey applied the scientific method to education, advocating for an empirical and experimental approach to teaching and learning.
  • This method encourages educators to adapt their strategies based on ongoing assessments and feedback.

Thus, it is concluded that John Dewey is considered a pragmatist in the philosophy of education.

Additional Information

Important Points 

'CIPP' here refers respectively to the first letters of

• context;
• input;
• process
• product

Stufflebeam (1971) considers evaluation a continuous process and suggests that four types of decisions are required in evaluation efforts The four types are: planning decisions; structuring decisions; implementing decisions; and recycling decisions. Corresponding to these decision types there are four types of evaluation: context, input, process and product.

• Context evaluation: It involves studying the environment in which we run the curriculum. Stufflebeam maintains that context evaluation is the most basic type of activity that provides a rationale for determining objectives. It helps us
• Input evaluation: The purpose of this stage is to provide information for determining how to utilize resources to meet curriculum goals. At this stage we evaluate alternative designs in terms of how they will contribute to the attainment of objectives stated and in terms of their demands upon resources, time and budget. We should consider them in the light of their procedural feasibility.
• Process evaluation: This stage addresses curriculum implementation decisions that control and manage the plan or curriculum. Through process evaluation, we can determine the level of congruency between the planned and actual activities. Stufflebeam (1988) presents the following three main strategies for process evaluation:
• Product evaluation: It helps us determine whether the final curriculum product in use accomplishes the intended goals. Depending on the data collected, we can decide whether to continue, terminate or modify a curriculum.

Additional Information

• Tyler Model, developed by Ralph Tyler in the 1940's, is the quintessential prototype of curriculum development in the scientific approach.
• Stake's Model provides evaluators with an opportunity to compare the desired outcome with the actual outcome.
• Scriven’s goal free model: Goal-free evaluation model was created in 1972 by Michael Scriven.

The National Council for Teacher Education, commonly known as the Council or the General Body of the NCTE, is constituted by the Government of India under Section 3 of the NCTE Act.

It is the highest decision-making body of the NCTE. It lays down policy, frames regulations and takes final decisions on various aspects of the mandate given to it under the NCTE Act.

Key Points

• The NCTE headquarters is located at G-7, Sector-10, Dwarka, Near Metro Station, New Delhi – 110075.
• It is headed by the Chairperson, NCTE. He is assisted by the Vice-Chairperson, the Member-Secretary and various other officers to look after academic, regulatory and administrative matters.
• The headquarters is mainly responsible for laying down policy guidelines, norms and standards for various teacher education programmes, conducting and promoting research andinnovations in teacher education and performing various other academic functions as envisaged in section 12 of the NCTE Act 1993.
• Chairperson:Professor Yogesh Singh
• Member-Secretary: Ms.Kesang Y. Sherpa, IRS

Thus, the correct answer is option 4.

John Dewey said that the school be made as miniature society.

It is a statement about one or more populations. It is usually concerned with the parameters of the population. e. g. the hospital administrator may want to test the hypothesis that the average length of stay of patients admitted to the hospital is 5 day

There are two hypotheses involved in hypothesis testing

Null hypothesis H0

It is the hypothesis to be tested

Alternative hypothesis HA

It is a statement of what we believe is true if our sample data cause us to reject the null hypothesis

Hypothesis tests are based on incomplete information, since a sample can never give us complete information about a population. Therefore, there is always a chance that our conclusion has been made in error.

Kindergarten (KG)system of education is indebted toFroebel.

Pavlov’s Classical Conditioning Theory

According to this theory

Conditioning can be defined as “a process in which a neutral stimulus which is not associated with any specific natural response on pairing with a natural stimulus acquires all the characteristics of natural stimulus”.

This type of learning has four main elements:

(1) Unconditioned stimulus such as food which invariably causes salivation.

(2) Unconditioned response is that which takes place in the presence of unconditioned stimulus such as salivation on seeing food.

(3) Conditioned stimulus does not initially bring about a derived response.

(4) Conditioned response is a particular behavior learned to respond to Conditioned stimulus.

Educational Implications:

(1) Classical conditioning is used in language learning by associating words with pictures or meanings.

(2) It can be used to develop a favourable attitude towards learning teachers subjects and the school.

(3) Developing good habits in children such as cleanliness respect for elders punctuality etc. through the use of conditioning.

(4) Breaking of bad habits and elimination of conditioned fear through the use of reconditioning process.

Skinner’s Operant Conditioning Theory

According to this theory an individual learns to behave in a different manner if the new behavior is rewarded and the old one is ignored. On repetition the rewarded behavior gets conditioned. Skinner advocates that they are two types of reflexes:

(i) Responses related to their stimuli

(ii) Responses that take place in the absence of observable external stimuli.

The first type of response is called respondent behaviors

The second type is called operant behaviors that operate to gain something that one desires or avoid something unpleasant.

Educational Implications:

∙ This theory is based on reward and punishment and has much utility in education.

∙ Programmed learning teaching machines computer-assisted instruction etc. have their basis on Skinner’s theory of reinforcement of selective response.

∙ It also insists on the use of instructional objectives performance contracting learning for mastery and teacher effectiveness training.

Value conflicts in the minds of school children are often created byconflicting value systems of the home and the school.