Teaching Aptitude Mock Test - 3

Jerome Bruner, an American psychologist has made crucial contributions in the field of human cognitive psychology.

Key Points

He has identified three stages of cognitive representation which includes:

Enactive stage: 

• It refers to the representation of knowledge through actions. 
• Learning by doing is the main principle
• They learn by physical actions and storing things in memory

Iconic stage: 

• It refers to the visual summarization of images. 
• The learner stores sensory images which are visual ones

Symbolic stage: 

• It refers to the use of words and other symbols to describe experiences.
• The experience stored in memory in the form of symbols i.e. language

Field Trip:

• A field trip also known as an excursion is a journey by a group of people to a distant place. 
• The aim is to gain practical experience and knowledge.

Affective Learning experience: emotionalized learning experience i.e. learners interest, emotional background

From the concepts stated above, we can easily understand that a field trip is a kind of enactive learning experience.

The teaching-learning process in social science should be designed so as to help the learner acquire knowledge and skills in an interactive environment. It should be seen as an opportunity for teachers and students to learn together. There is a need to shift from the mere transmission of information to involvement in group work, debate and discussions. This approach to learning keeps both learners and teachers alive to social realities.

Key Points

The following suggestions can help make the teaching-learning process in social science participatory: 

• Assign students to work in groups and assume the role of a coach/coordinator.
• Create a classroom environment that includes group workspaces where resources are shared.
• Teach students how to cooperate with each other.
• Create circumstances for students to interact with each other to express their opinions and to evaluate other students’ arguments.
• Link the school to the community at large, e.g. engage students to collect data from a village about food habits or electricity use, etc.
• Arrange debate/dialogue/discussions on emerging social issues, e.g. dowry, population growth, child marriage.
• Arrange discussions of students with local resource persons and public functionaries, e.g. artisans, artists, postmen, bank officials, police officers, farmers.

Thus it is clear that assign students to work in groups and assume the role of a coach/coordinator can help you make the teaching-learning process in social science participatory.

School culture can be defined as the guiding beliefs and values evident in the way a school operates. 'School culture' can be used to encompass all the attitudes, expected behaviors, and values that impact how the school operates.

Key PointsCharacteristic of positive school culture:

• A new set of relationship norms are created which are less to do with individuals seeking success for their own class, team or department, but are more to do with generating and seeking whole school success.
• The positive school culture supports strong camaraderie amongst all staff with relationships built upon trust and understanding. The professional bonds that exist amongst staff members are strong enough to weather the storms that can hit school communities.
• Individuals in a positive school culture know that there is always capacity and room for improvement. Opportunities for learning and development are seen in all aspects of school life and are not just limited to going out on courses.
• A positive school culture facilitates better teamwork and minimizes team conflict where the individual success of teachers and students is recognized and celebrated.​

Hint

• ​Not asking advice and suggestions from adults in school is a characteristic of negative school culture.
• School is a place of learning and provides a medium to improve the individual personality. So, joking and enjoying or feeling or behaving like an adult is not a characteristic of a positive school cultre.

Therefore, when the individual success of teachers and students are recognized and celebrated, one can create positive school culture.

Teachers are the most important resources in educational settings. They are the key figures for any changes required in the educational field.

Students usually admire a teacher who is friendly with all students because students connect to the teachers in a better way when they:

• behave affectionately and cordially with them.
• listen to their problems and show care for them.
• show interest in answering their every type of question.

• remain calm enough to make them understand their mistakes.

Hence, it could be concluded that students usually admire a teacher who is friendly with all students.​

Social Science is a branch of Science that deals with human behaviour and social relationships, which rely primarily on empirical approaches.

While teaching Social Science, a teacher must attempt to focus upon facts, values and patterns as teaching of Social Science focuses upon making student assimilate norms, beliefs, cultures and values of society.

Key Points

Field trips and excursion are used as a method of teaching social science because It helps to connect with students cognition and emotions. 

• These both device ensure the active involvement of learners by taking them at a certain place where they can earn knowledge by engaging with real situations.
• Field trips and excursion:
  • reinforces experiential and contextual learning.
  • provides an active learning experience to learners. 
  • exposes learners to different places and natural setting.
  • links classroom learning to life outside school or with the real-world.
  • gives students a lot of opportunities for observation and exploration.

Hint

• Chalk board, bulletin board and charts are the visual aids that refer to the learning materials that maximizes learning with the help of visual systems.

Hence, it could be concluded that the most effective device of teaching Social Studies is Field - trip and Excursion.

To create a successful education, good classroom management will be so much needed, because by applying this, a teacher can control, organize, assess, and prompt a class well. Based on the fact that the role of a teacher in managing classroom is needed by the teachers, following are the roles of a teacher:

• The Prompter: The teacher encourages students to participate and makes suggestions about how students may proceed in an activity. The teacher should be helping students only when necessary.
• The Participant: This role improves the atmosphere in the class when the teacher takes part in an activity. However, the teacher takes a risk of dominating the activity when performing it.
• The Resource: The teacher is a kind of walking resource centre ready to offer help if needed, or provide learners with whatever language they lack when performing communicative activities. The teacher must make her/himself available so that learners can consult her/him when (and only when) it is absolutely necessary.
• The Controller: The teacher is in complete charge of the class, what students do, what they say and how they say it. In this classroom, the teacher is mostly the centre of focus. There is also a perception that this role could have a lack of variety in its activities.

Hence, we conclude that the teacher takes on the role of 'the prompter' when he encourages students.

The word education comes from the Latin word "Educare" which means to mold or to train.

• It is more concerned with the upbringing of a child to give him knowledge, skills, morals, values, by enriching his personality and by helping him in holistic development.

Key Points 

The function of education:

• In every country, the main objective of education is to develop such an educational system that provides opportunities to develop talents and skills which are needed throughout their life, to its citizens. 
• The highest function of education is to bring about an integrated individual who is capable of dealing with life as a whole.
• Its other function is to create new rules by altering the old rules which were promoting the orthodox thinking of the society.
• The right kind of education consists in understanding the child as he is without imposing upon him being an ideal of what we think he should be.

Hint

• Education does not emphasize scoring more as it gives more focus to the development of character and personality by developing all the attributes of a human being.
• Instead of creating an individual who is more concerned with his field only or to making him, an efficient technician is not the highest aim of education, but it more focuses on making the individual capable of living independently.

Hence, we conclude that the highest function of education is to bring about an integrated individual who is capable of dealing with life as a whole.

Teachers are the implementer of education. Their patience and perseverance significantly impact a student's success in the classroom. Teachers carry a huge responsibility to shape and mold future generations and contribute to their student's successes.

• The teacher is a facilitator, as his role is to create such an atmosphere of learning where the children can themselves realize their true potential and can construct knowledge.
• A teacher is the one who plays diverse roles like an innovator, action researcher, planner, manager, content provider, facilitator, leader, co-creator, etc.

Key Points

All teachers should undergo a professional training to improve his teaching as training course ensures teachers' professional development by updating their skills and equipping them with innovative pedagogic skills.

The different roles that a well trained teacher plays successfully:

Facilitator	A teacher has to facilitate the learning by helping, guiding, and providing a conducive environment to students make learning easy. The teacher gives knowledge and information, appropriate to the level of students in a very clear and simple way so that they can learn and conceptualize the new information.
Planner	A teacher has to do the planning of lessons, assessments, teaching aids and teaching methods to be used, and to set up the aims and objectives to be achieved.
Leader	A teacher leads the students and guides them for a better learning experience through various activities.
Manager	The role of a teacher as a manager is more concerned with the managing of the activities that have to be organized in a teaching-learning process,
Counselor	The teacher gives advice to the students. The teacher senses the problem, gives help, and solves it or the students can also seek help from their teacher.
Co-creator	National curriculum framework-2005 sees teachers as co-creator of knowledge and sometimes referred to as the "knowledge partners of learners". They motivate and encourage students to become active members of the teaching-learning process.

 

Hence, it is clear that a teacher who explain ideas clearly and in simple language is well trained.

Learning is defined as a process of relatively permanent modification in behavior through experiences, exercise, and efforts. Learning is not something that takes place within the boundaries of a classroom; rather it takes place anywhere, anytime, and from anyone. Learning involves the activation of thoughts, maintenance, and direction for a solution to the problem.

• It is actively constructed by the learner, not passively received from the environment. Knowledge is created or constructed through experience.
• Personal adjustment is the adaptation by an individual to conditions in his or her family and community, especially in social interactions with those with whom regular personal contact is necessary. It is the degree to which a person is able to cope with the demands of life.
• The acquisition of skills is one of the outcomes of learning. But it can be achieved with the help of training also, it has limited meaning.

In other words, Inculcation of knowledge, Personal adjustment, and Acquisition of skills will result in changes in the learner's personality. All the three instances mentioned here are the outcomes of learning in one or the other way. But it helps in the growth of the person and eventually results in behavior modification i.e. the change in the way we see, perceive, and react to a certain situation. Therefore, the most appropriate meaning of learning is the modification of behavior.

Important Points

Intensive practice with sentence patterns is useful in achieving accuracy in language. Sentence Structure is important because it provides us with the framework for the clear written expression of our ideas. 

Additional Information

Whereas the other options are not appropriate because -

• Grammar is taught as the basis of all four language skills but accuracy can be achieved by practice only.
• Reading more books written in the target language will help you to understand the language better but to improve accuracy you need to practice sentence patterns.
• Integrating knowledge of structures with use and meaning is important in language learning and it will help in understanding sentence patterns but accuracy is achieved by the practice of sentence patterns.

Hence, option 1 is the most appropriate answer.

School's specific intervention strategies offer a basis for creating the minimum conditions required for providing schooling in a healthy environment for schoolchildren, teachers, and other staff.

Key Points

• In the area of water supply, sanitation and hygiene can be used to develop specific national standards that are relevant to various types of schools in different contexts. 
• Schools, particularly those in rural areas, often completely lack drinking-water and sanitation facilities or have facilities that are inadequate in both quality and quantity.
• Schools with poor water, sanitation, and hygiene conditions, and intense levels of person-to-person contact are high-risk environments for children and staff, and exacerbate children’s particular susceptibility to environmental health hazards. 
• These specific interventions are designed to help strengthen nutrition and food security, water quality and supply, sanitation, transport waste, and hygiene measures in particular while recognizing the importance of, and links with, other areas of environmental health, such as air quality and physical safety.

Hence, it can be concluded that option 1 is correct.

Science aims at enabling students to develop their communication skills to be able to understand scientific information, such as data, ideas, arguments, and investigations, and communicate it using appropriate scientific language in a variety of communication modes.

Key Points

Scientific Attitude: Scientific attitude is caring about evidence and being willing to change theories on the basis of new evidence.

• The scientific attitude reveals why even a failed theory can help us to understand what is special about science.
• It is the grounding of science in evidence that offers a uniquely powerful tool in the defense of science.
• Scientific attitude helps to tackle problems objectively without bias promoting logical thinking.

The Characteristics of Scientific Attitude: 

• Scientific attitude refers to critical observation, inquisitiveness, broadmindedness, and open-mindedness.
• An individual is an open-mindedness, curiosity, judgment based on verified facts, ready to test and verify conclusion, faith in cause and effect relationship, collecting and reporting scientific data, being critical in observations, accepting no conclusions a final or ultimate and more faith in the books written by specialists in their respective fields, etc.
• Scientific attitude includes the following habits of thinking, the habit of accuracy in all operations, have objectivity in approach to problems, including accuracy in calculation, observation, and report.
• Scientific attitude is the combination of many qualities and virtues, which is reflected through the behavior and action of the person. 

Hence, from the above-mentioned points, it becomes clear that Hard work is not a quality of scientific attitude.

Education is not limited to preparation for life, but education is life itself, which means that it is a never-ending process. It is through education that one can change the face of the world. Through education, one has the opportunity to learn both inside and outside of the school. That's why it is open-ended and all-inclusive than schooling. 

NOTE: Refer to the table for further information 

Points	Definition
INFORMAL	Informal Education is a general term for education outside of a standard school setting. Informal Education is the wise, respectful, and spontaneous process of cultivating learning. It works through conversation, exploration, and enlargement of experience.
FORMAL	Organized, guided by a formal curriculum, leads to a formally recognized credential such as a high school completion diploma or a degree. It is for acquiring the necessary knowledge and practical training of social values, customs and traditions of society. It is often guided and recognized by the government at some level. Teachers are usually trained as professionals in some way.
NON-FORMAL	Non-formal Education (NFE) is any organized educational activity that takes place outside the formal educational system. Usually, it is flexible, learner-centred, contextualized, and uses a participatory approach. There is no specific target group for NFE; it could be kids, youth, or adults. It is based on learner, need and life.

Hence, we conclude that Schooling is the formal part of education.

Diagnostic assessment is a kind of assessment, which helps teachers to determine what learners know and where s/he is lacking behind. Generally, diagnostic assessment is used to know about learners’ strengths, weaknesses, level of their existing knowledge, and the skills, they possess.

Key Points

As a science teacher, you can use it before starting your instructions as pre-assessment activity. 

• Use it in between to diagnose the difficulties learners are facing in comprehending any particular concept or topic and adopt remedial measures.
• A diagnostic test helps teachers to plan their instructions effectively because it helps in understanding what the learners know and what they do not know.
• At the end of each chapter, the teacher conducts a diagnostic test. With the help of the >diagnostic test, the teacher can know the level of understanding of a particular chapter in children.
• If a teacher finds that a particular learner or a small group of learners is lacking behind the rest of the class on a particular topic or theme, s/he can organize remedial classes or adopt some other strategies to facilitate learners.

Hence, we can conclude that diagnostic tests help science teachers plan their instructions effectively.

Critical Thinking is the ability to apply reasoning and logic to new or unfamiliar situations, ideas, and opinions. It refers to the process of judging or analyzing facts, events, etc. It requires proper analysis, evaluation, inference, and explanation.

Important Points

The 6 stages involved in the development of critical thinking are as follows:

• Stage One: The Unreflective Thinker (Individual is unaware of significant problems in thinking)
• Stage Two: The Challenged Thinker (Individual is aware of problems in thinking)
• Stage Three: The Beginning Thinker (Individual try to improve but without regular practice)
• Stage Four: The Practicing Thinker (Individual recognize the necessity of regular practice)
• Stage Five: The Advanced Thinker (Individual advance in accordance with practice)
• Stage Six: The Master Thinker (skilled & insightful thinking becomes second nature)

Additional Information

• Children can be trained and have to be trained to think critically.
• Children are not born with the power to think critically, nor do they develop this ability naturally beyond survival-level thinking.
• Critical thinking is a learned ability that must be taught.
• Most individuals never learn it. Critical thinking cannot be taught reliably to students by peers or by most parents.
• Trained and knowledgeable teachers are necessary to impart the proper information and skills for critical thinking.

Hence, stage 3 can be stated as the Beginning Thinker .

An open book evaluation refers to an exam that allows students to bring their books or notebooks in the exam and to consult their books while answering questions.

Purpose of open book evaluation:

• To test the skills of problem-solving and critical thinking.

• To reduce and eliminate the burden of rote memorization.

• To shorten the stress level of students while studying for exams.

• To make education an exciting and pleasant intellectual process.

• To teach students how to take and thoughtfully apply information.

Hence, we conclude that the purpose of open book evaluation is to reduce and eliminate the burden of rote memorization.

To create a successful education, good classroom management will be so much needed, because by applying this, a teacher can control, organize, assess, and prompt a class well. Based on the fact that the role of a teacher in managing classroom is needed by the teachers. Role of teacher: 

• Ask questions to students by using a questionnaire or by talking to them in order to attract attention.
• Effective questions motivate students to think critically and to interrelate new ideas and integrate new learning with their current knowledge/understanding. 
• You may give interest inventories listing a large number of activities and may ask to rank these from most to least preferred.
• Teacher observation may help, the teacher may also watch for attentiveness during the classroom lesson.
• Discussing the students' interests at home with their parents. 
• The teacher will be that of a friend, facilitator, guide, or intervener who should be able to create a conducive learning environment for every child through planned activities.
• The teacher involves students at every stage of the teaching-learning process and uses interactive styles of communication to facilitate his/her learning potential. 
• The learning experiences must be planned and organized taking these into account.
• Direct experiences, the interaction between teachers and students, and interaction between students among themselves are important for this process.
• The teacher should adjust time and allow slower students more time to complete their assignments. 

Hence, we conclude that to attract students in the class, a teacher should ​ask a question.

Assessment: It is the method through which the extent of learning of a child is determined by conducting tests or exams, assessing them in groups, through assignments or projects.

Key Points

The following are the characteristics of a test:

• Reliability: When one refers to this word in the context of evaluation in mathematics, he means that conclusion of the evaluation should not change with change in the evaluator.
• Objectivity: A test is said to be objective if the scores are similar to the two or more testees. It is also called rater reliability.
• Validity: If a test measures what it is supposed to measure, it is said to be valid.
• Usability: If a test is economical, ready to interpret, able to be analyzed, and used, it is usable.
• Discrimination: The discriminatory power of a test item refers to its ability to discriminate between the high and the low achievers. If an item is to be more effective, more pupils from the upper group will get an item correct than the number of pupils in the lower group.
  • Index of discrimination is indicated by a decimal fraction. The maximum discriminating power will be indicated by 1.00 and the minimum by 0.00. It is always preferred to include items in the test with higher values of the index of discrimination.
  • Each test includes a number of items. It is in the context of the relation of each item scores to the total test that we can think of the concept of validity. If each item correlates highly with the total test, then it will be treated as a valid test.

Hence, we conclude that Planning is not a characteristic of a good test.

This method is otherwise known as the ‘Heuristic Method”. The word Heuristic is derived from the Greek word ‘Heurisca’ which means ‘to find out. It is also known as the ‘Inquiry Method’.

Key Points

The Stages of Discovery Method are as follows:

1. Identification of a problem

2. Experimentation and observation

3. Problem solving

4. Evaluation

Characteristics of Discovery Method:

● A problem with its objective mentioned clearly is assigned to the class and each child is made to feel responsible for finding out something for himself/herself.

● Each child tries to acquire information about the problem from different sources.He/she is free to go about and discuss the problems with the classmates and teacher.

● The students can seek guidance from the teacher.

● Help is provided whenever the students feel the need. However, the teacher should try to get everything out of the students by the inductive method.

● As many questions as possible should be allowed to arise from a child’s own observation and at times the teacher should also put questions that will stimulate the pupils to know more about a particular problem

Important Points

Advantages of the Discovery method:

• It develops a scientific and critical attitude in the students
• It fosters the art of testing patiently, observing keenly, and conducting experiments neatly, cleanly, and responsibly.
• It develops self-effort, self-confidence, self-reliance and self-determination.
• This method provides enough training to prepare them for life.
• As the students learn facts through their own labour, learning becomes more effective and permanent.

However, you may face certain difficulties in classroom transactions using discovery methods such as:

• All the students may not participate in the teaching-learning situation.
• Very few of them may ask questions related to the problem given.
• Sometimes the students may stop questioning.
• Sometimes the students would need some reference materials.
• Sometimes the students would need some apparatus/equipment to conduct an experiment.
• Sometimes the students may not formulate hypotheses relating to the problem.

Hence, we can conclude that sometimes the students would need some reference materials is not an advantage but a difficulty in classroom transactions using the discovery method.

Science is a subject matter of knowledge that can be altered, explored, observed, proved, and used in different circumstances of life.

• The teaching of science in school is to enhance the scientific attitude of children by developing their logical and critical thinking abilities.

Key Points

Critical thinking:

• It is a process that challenges an individual to use reflective, reasonable, rational thinking to gather, interpret, and evaluate information in order to derive a judgment.
• It’s the process of “active, persistent, and careful consideration” of the credibility and conclusions of supposed knowledge or information. 
• While teaching science, a teacher usually conducts such type of activity that compels the children to think, analyze, observe, experiment, and prove the scientific phenomena present in nature.
• Critical thinking can be enhanced among children by asking the children to discuss the "cause and prevention of pollution" in groups followed by sharing in a large group.
• This activity will compel the children to use their existing knowledge and previous experiences to critically think, compare and analyze the causes of pollution along with the preventive measures that can be taken to minimize the effect of pollution.

Hint 

• Asking children to read about the topic of "pollution" will only develop their reading and comprehension skills and not their critical thinking.
• Asking children to write and learn question answers to the chapter "pollution" given in the science textbook will make their thinking convergent and discourages the new outcomes that arise in their minds.

So, it is concluded that asking children to discuss the cause and prevention of pollution can enhance critical thinking among them.

Activity-based learning: As the name suggests, actively involves learners in the construction and re-construction of knowledge based on his or her individual experiences. ​Activity-based approach helps to achieve hands-on experience effectively. 

• Trends in recent years have highlighted the need for teaching methods other than the traditional “chalk and talk”, and hence, there are powerful movements in education towards active learning.
• Text-books themselves have a number of suggested activities, so that higher levels of retention can be achieved through active involvement in learning.
• There is an acknowledged need for students to be actively involved in the process of learning, and to develop practical skills which will be useful to them in their later lives.

Hence, we conclude that higher levels of retention can be achieved through active involvement in learning.

There are various teaching aids and instructional materials used by teachers to organize and support instruction.  A teaching aid is any device that helps the teacher to teach, like flannel boards, blackboards, computers etc.  Instructional Materials are items that assist the information aspect of teaching like, textbooks, worksheets, models, charts, etc. Teaching aids and instructional materials work together to reach the goals of education.

Key Points

• Among all the various instructional materials, textbooks are considered essential tools for the teaching and learning process.
• The scope and sequence may not be satisfactory for the teachers but it continues to be a reference material for both students and teachers. It acts as a road map for both students and teachers.
• Considering the socio-economic condition of the country it is right to consider textbooks as an indispensable tool rather than superficial convivence as many first-generation learners may have the textbooks as the only resource of print.

Hence, it could be concluded that an indispensable tool for teaching and learning is the textbook.

Learning disability refers to a neurological disorder that causes cognitive impairment. Dyslexia, dysgraphia, dyscalculia, etc are the most common learning disability.

Important Points 

Learning disability:

• Learning disability is intrinsic and due to central nervous system dysfunction.
• It is a variable state which can be addressed by appropriate comprehensible input.
• It can't be attributed to cultural deprivation as it can present in children of any culture.

• It can't be attributed to educational deprivation as it can also present in children with average or above-average IQ.

Key Points 

Dyslexia has difficulty in Reading, Writing, and Spelling as dyslexia is the most common learning disability which makes learners:

• confuse with the same shapes and sounds of the alphabet.
• unable to read, interpret, and understand letters and words.
• read or write 'd' in place of 'b' or 'was' in place of 'saw' etc. 
• bewilder in identifying and relating speech sounds with letters and words.

Thus, from the above-mentioned points, it is clear that a disorder related to language comprehension is dyslexia.

Additional InformationSome Disabilities in Brief:

Dysgraphia	It is a deficiency that affects the ability to write coherently.
Dyscalculia	It is a disability that affects learner's ability to perform mathematical calculations.
Dysphasia	A language disorder that affects communication skills.
Dyspraxia	It is a motor disorder that affects the coordination of the tongue and lips to produce sounds.
Apraxia	It is also known as verbal apraxia or dyspraxia. It is a speech disorder in which a person has trouble saying what he or she wants to say correctly and consistently.
Aphasia	An impairment of language that affects the ability to communicate.
Dysarthria	A neurological disorder that leads to imprecise speech.
Stuttering	A speech disorder that affects the flow of the speech by repeating the same word again and again.

 

Social studies: It is the study of the people and environment. It studies how people all over the world live economically and politically independent. It enhances the understanding of one's past to interpret the current trends to develop skills to survive in a society.

The aim of social studies is to help students to acquire a knowledge of their environment, an understanding of human relationships, and certain attitudes and values which are needed for participation in the affairs of the nation or community.

Important Points

The term originally called  "Think global, act local" was coined by a Scottish sociologist and Scot's town planner and social activist Patrick Geddes. It emphasizes concerns on the health of the entire nation and encourages society to work on improvement at the ground level. 

• Social studies help learners to think globally and act locally as Social studies aim to develop an attitude of sociological development of the world by encouraging them to do good deeds for their local environment.
• It means to be open-minded about learning issues, cultures, and events around the world and make use of this knowledge to improve your local area, hometown, or country.

Hence, it can be concluded that Social studies help learners to think globally and act locally 

Additional Information

• Think locally and act globally: This theory is new and evolved from its counterpart theory of thinking globally and acting locally. It aims to drive global agendas and policies and prioritizing them based on local demands and should be easily acceptable to local capabilities. For example- Global health policies should be driven by the problems faced in rural and tribal areas.
• Build intelligent autocratic citizenship: Autocracy gives power to one person to form rules and laws.
• Judging issues subjectively: It means to understand the issues or problems based on individual thinking, requirement, or need. For example-  A road needs to be constructed in a hilly area. 

Meaning of education

Education plays in inculcating the sense of national loyalty and in creating skills and attitudes essential for technological innovation.

The ultimate and absolute objective of education is the harmonious development of the personality of the individual building up of his character and helping him to prepare himself to face the tasks of life. In this direction, each country has to identify the national goals and organize the education of her own to achieve them.

The Education Commission of India, 1966, emphasized this aspect by calling its report "Education and National Development". The Education Commission has identified the national goals of education the proper functioning of democracy through the realization of justice, liberty, equality and fraternity.

Importance of Education in Human Life 

• Education plays a vital role in giving human beings proper equipment to lead a gracious and harmonious life. 
• The purpose of education is manifold one of its objectives is to prepare the people for economic development and overcome thereby technical, cultural and social backwardness. 
• Education is the most fundamental requirement for the overall development and progress of a nation.
• Education is a liberating force cutting across the barriers of caste and class smoothing out inequalities imposed by birth and other circumstances. 

Hence, we conclude that education inculcates a sense of national loyalty and creates skills and attitudes essential for technological innovation.

Brainstorming is a technique that helps human beings to mobilize their creative forces for the generation of ideas.

Key Points

• 'Brainstorming' was founded by Alex F. Osborn as a brilliant counterattack on negative conference thinking. The technique of idea production has been tested and practiced in thousands of offices, laboratories, and educational institutions.
• The purpose of brainstorming is to accumulate alternatives for any problem.
• Brainstorming is a strategy with which a problem can be attacked, in fact literally stormed by dozens of ideas.
• This technique can be used by teachers in schools to promote creative thinking among students. 

Important Points

• A group of teachers and students sit around a table to brainstorm a specific problem. Every participant puts forward any idea which comes to his/her mind.
• No member of the group is allowed to discuss the merits or demerits, practicability or impracticability of a particular idea put forward by another member.
• In the brainstorm session, each member expresses his/her ideas without inhibition. He/she is stimulated by the creative thinking of other members.

Each participant in the brainstorming session is expected to follow some ground rules. These are:

• To withhold adverse judgment of ideas put forward by other members of the group.
• To accept cheerfully even wild, silly, and crazy ideas because it is easier to discourage than to think up. Therefore, ideal persons should not be frustrated by the negative thinking of other participants.
• In addition to contributing ideas of their own, the participants may improve upon the ideas of others or how two or more ideas can be joined together to form another idea. That Brings team members’ diverse experience and knowledge.
• The participants advancing new ideas must be supported or encouraged. That provides a rewarding environment
• Only one focal point of a particular problem should be brainstormed at a time.

Brainstorming should never include judgment and analysis because

• It will ultimately hinder the idea generation and limits the creativity level of the individuals.
• An environment of judgment will not provide an open environment that can encourage everyone to participate in providing quirky ideas.

Thus, it is concluded that Involves judgment and analysis statement regarding brainstorming is incorrect

Evaluation is an integral part of any teaching and learning process. It is the process that determines the extent to which an objective has been attained, the effectiveness of the teaching and learning experience, and how the goals of evaluation have been accomplished.
Key PointsThe Evaluation Process depends on Three Pillars:

1. Educational Objectives: Objectives may be general or specific. General objectives include appraising the changes in student behavior, relating measurement to the goals of the instruction, etc. The specific objective includes diagnosing the weaknesses of students, testing the development of skills in students, etc.
2. Learning Experiences: These are planned and organized based on the objectives. It refers to any interaction, course, program, or other experience in which learning takes place.
3. Tools and Techniques of Evaluation: It is needed to discover the extent of effectiveness of the experiences at every stage in the learning process to bring out the desired changes in students. It is a continuous process occurring at periodical intervals.

Hence, it can be seen from the given points that teaching experiences are not a part of the triangle of evaluation.

Mathematical Communication refers to the communication by which students discuss, share, analyze, and make their sense of maths. It is used to express mathematical thoughts and ideas.

Key Points

• Mathematical communication is a developing collection of resources for engaging students in writing and speaking about mathematics. 
• Communication in Mathematics develops the ability to organize, consolidate, and express mathematical thinking among the students.
  • Aims of encouraging mathematical communication in the classroom:
  • Enabling learners to reason logically.
  • Enhancing mathematical understanding.
  • Making learners able to assimilate mathematical terms.
  • Enabling learners to express mathematical thoughts and ideas.
  • Developing the ability to recognize the patterns of mathematical thought.
  • Enabling learners to use precise language while talking about mathematical statements and using them.

Hint

• Mathematical communication is not just developing calculation skills or developing social interaction skills but it is all about developing the skills which helps the students to write and speak the language of mathematics effectively.

Thus, it is concluded that mathematical communication is a developing collection of resources for engaging students in writing and speaking about mathematics.

The cooperative learning model was developed to achieve at least three important instructional goals: academic achievement, acceptance of diversity and social skill development (through teamwork). This is a specific small group approach that incorporates democratic processes, individual accountability, equal opportunity and group rewards. A number of types of cooperative learning activities and models are frequently used in today’s classroom such as student teams achievement divisions, jigsaw and group investigation. Principles of Cooperative Learning:

• Positive Interdependence: It includes sharing a common team goal/objective, sharing common resources, creating a common identity for a group (for example a name for the group selected by members) and so on. The emphasis is on positive emotions and attitude reflected through helping, encouraging each other.
• Individual Accountability: It is important that there is a task for each one and also there is some task to be completed as a group together. For example, different team members can be given responsibilities to collect different items like pebbles, fallen leaves, articles made from rubber etc. but then the whole group must be responsible for putting the collection in order. The team together can also decide a name for their collection.
• Equal Status Interactions among the team members is essential for smooth teamwork. Your role as the facilitator is to check that students treat each other with respect. You, as the teacher, need to be sensitive, and handle the situation skillfully. Knowing every student well is important for bringing about equal status interactions among group members in your class.

Hence, we conclude that Developing reciprocity is not a principle of co-operative learning.

Mathematics has always been praised for its usefulness and significance in life. It plays a key role in deciding how individuals deal with various problems of life. Teaching-learning of mathematics also takes account of well-defined objectives.

• NCF-2005 is the national curriculum framework published in 2005, by the national council of education, research, and training (NCERT). It is an official document which states that the curriculum must be student-centric and beyond the textbooks.

Key Points

According to NCF-2005, 

• The vision of achieving "mathematics for all" aims to develop the basic abilities of a child to do mathematics.
• It also states that mathematics should be taught in a way that children learn to enjoy mathematics rather than fear it.
• The children can think and reason mathematically, to pursue assumptions to their logical conclusion, and to handle abstraction.
• The children learn from concrete to abstract and then use the abstractions to perceive relationships, to see structures, to reason out things, to argue the truth or falsity of statements i.e., to solve a problem by making hypotheses and prove them with the use of abstractions to conclude an answer.
• Children can communicate with their peers in the language of mathematics and they can discuss the mathematical concepts and work together on relating them to other essential subjects. As mathematics is relatable to science as experiments and observations in science require measurement skills, precision, and accuracy.

Hint

• A didactic approach to teaching refers to a manner of instruction in which information is presented directly from the teacher to the pupil, in which the teacher selects the topic of instruction, controls instructional stimuli, obligates a response from the child, evaluates child responses, and provides reinforcement for correct responses and feedback for incorrect ones.
• It is a teacher-centered method of instruction and is not considered one of the good methods for effective student learning. 
• Children learn through play as it is an important part of a child's development and growth. It ensures the physical, emotional, social, and cognitive development of the child.

Hence, it could be concluded that children learn through didactic communication rather than through play, is not a vision of NCF-2005 for school Mathematics.

The term ‘Education’ is very difficult to define and to give one definite meaning to it. Every one of us knows very vaguely what education is.

Key Points

“Education is the deliberate and systematic influence, exerted by the mature person upon the immature through instruction, discipline and harmonious development of physical, intellectual, aesthetic, social and spiritual powers of the human beag, according to individual and social needs and directed towards the union of the educant with his Creator as the final end.

•  Education, according to Indian tradition, is not merely a means to earning a living, nor it is only a nursery of thought or a school for citizenship.
•  It is initiation into the life of spirit, a training of human souls in pursuit of truth, and the practice of virtue. It is a second birth ‘dvityam janma‘

Thus, it is concluded that The Indian system defines education as training of human soul in pursuit of truth.

Hint

•  Education cannot be defined as only acquiring knowledge. Education is a broad term apart from the knowledge it teaches us skills and attitudes. Education aims to provide a nourishing environment that would facilitate or bring out and develop the potentialities in an individual.

Mathematics is the study of patterns, numbers, geometrical objects, data, and information. It deals with data analysis, integration of various fields of knowledge, involves proofs, deductive and inductive reasoning, and generalizations.

• The mathematical manipulative tools are also a type of teaching-learning material that are specifically used by the students to internalize abstract mathematical concepts.
• These are the teaching tools or materials used to engage students in learning mathematics to provide direct and hands-on experience.

Key Points

Abacus:

• It has a wooden frame that consists of beads attached to it by wires.
• It is a type of ancient calculator that was used for addition, subtraction, multiplication, and division.
• By moving the beads in the abacus to different positions, people were able to do calculations very fast.
• It is still in the use in various schools around the globe to teach arithmetic in mathematics i.e., addition, subtraction, place value, and face value, etc.
• With the help of an abacus, the children will be able to count, add, and subtract the numbers.
• It is a systematic process of counting that helps the children to increase their calculation speed.

So, it is concluded that the abacus is an ancient mathematical instrument that is used to teach the concept of place value and face value.

Additional Information

Graph	It has a network of grids that form small squares. It is used to represent mathematical data. Two straight lines, one horizontal and the other vertical (known as the X-axis and Y-axis, respectively), are drawn on the graph paper, which intersects at a point called the origin. The given data are represented as points on the graph paper.
Geogebra	It is a mathematical software that is used for the teaching-learning process in schools. It is very helpful in teaching geometry, algebra, tables, graphs, and calculus.
Geoboard	It is a rectangular plyboard of a certain size that has iron nails fixed on its surface in proper rows. The iron nails must be at a distance of 1 cm (preferably) to each other. By using various rubber bands of different sizes, different types of geometrical shapes can be formed. It is very helpful in learning the concept of the area and perimeter of different geometrical shapes.

A good teacher believes in the all-round development of the students, by providing them with a learner-centred environment. The learner-centred environment helps students in enhancing their creativity and sharpening their cognitive skills.

Qualities of a Teacher for Effective Teaching:

• A teacher has to display exceptional empathy, persistence, diligence, sincerity, honesty and flexibility as a person.
• The ideal teacher’s characteristics are made possible by considering the environment, teaching methodologies, subject matter and culture. So, the teacher’s behaviour should be idealistic.
• He uses various gestures, postures to give an idea of teaching to his students. Also, at times, he changes his speech pattern.
• The ideal of character building cannot be achieved unless the teacher himself presents the model of ideal behaviour.
• Teachers are the role models in the classroom whose attitudes are imitated by the students consciously or unconsciously.
• The teacher provides direction and inspiration to the students.

Hence, from the above-mentioned points, it becomes clear that the change in mental behaviour is not one of the normal behaviours of a teacher in a class that falls under excellence variations.

As per New Education Policy, 2020 "Curriculum content will be reduced in each subject to its core essentials, to make space for critical thinking and more holistic, inquiry-based, discovery-based, discussion-based, and analysis based learning."

Based on this thinking they define some aims of education presently,

• Holistic development of learners 
• Experiential learning
• Integration of subjects
• Empower students in the choice of course
• Multilingualism and the power of language
• Curricular Integration of Essential Subjects, Skills, and Capacities
• National Textbooks with Local Content and Flavour
• Transforming Assessment for Student Development, etc.

Explanation: All the above aims of the learning suggested in NEP clearly defines that the current thinking on learning is a spontaneous response given to the stimulus of teaching. It aims that student motivate internally and their will power helps them to learn life long. The emphasis is on including hands-on learning and integration of subjects.

The lecture method is a teaching technique. Teaching techniques are the method and principles used by a teacher with the aim to activate students learning. To use any technique efficiently the selection of a particular technique should be determined by the teacher on the basis of the learner and type of learning it suppose to bring out. The design and selection of any technique are suggested to be done primarily on the nature of the subject and the age of the learner and learning style appropriate to that age.

Lecture Method:

• The lecture method is one of the most commonly used technique. Because it is the most convenient and inexpensive method, as it is generally delivered orally without any use of teaching aid including blackboard sometimes.
• In this technique, the teacher has an active role to play, it is driven and controlled by the teacher.
• It is an information centered approach in which the aim is to deliver the content, teacher work as a role resource.
• Teachers in this technique deliver the content by talking and learners receive the information through listening.

Limitation of lecture method:

• Lecturers are unable to provide Lectures with information about the extent of student learning. As in the lecture method students are provided with ready-made answers and are not encouraged to form any answers of their own. which means it fails to provide the lecturer about the learning happening in students.
• Students' attention wanes quickly after fifteen to twenty-five minutes. Lectures tend to be lengthy and have a limited scope of student engagement. which in turn adversely affects the student's interest in the lecture. so, students tend to get bored easily and become inattentive consequently.
• In lectures, students are often passive because there is no mechanism to ensure that they are intellectually engaged with the material. therefore, students become passive receivers of the knowledge and when they are not involved in the process of building knowledge they tend to stop thinking. 
• Information tends to be forgotten quickly when students are passive. when the knowledge gained is not stored properly or forgotten easily the knowledge imparting process fails. 

​Therefore, the major drawback of the lecture method is the students become passive receivers and do not think. 

The students even before they start their schooling, internalize an extremely complex and rule-governed system called language, and possess full linguistic capabilities in one or more languages. The children learn other languages apart from their mother tongue more effectively when they are encouraged to use it in a natural environment setting. The linguistic ability of a child means his competence in all the basic language skills i.e., writing, reading, speaking, and listening.

Key PointsSome of the ways through which we can assess language learning are - 

Portfolio:  

• A portfolio is an assessment tool where the students’ work samples are collected over time. It can also include self-assessments and goal statements that reflect students’ progress.
• A student can choose the work samples that can go in a portfolio but it can be chosen by teachers too that include specific work samples of students.
• It is a powerful tool that allows parents, students, and teachers to trace academic progress from grade to grade.

Oral Tests/Oral presentation/Oral performance:

• It is a type of assessment tool that helps teachers to record information on how students speak a language, how spontaneous is the child with the target language or how well the child creatively plays with the language. 

Checklists:

• It is a tool that allows teachers to make judgments about students to gather information and to make judgments about what students know and can do in relation to outcomes.
• It offers a yes/no format for students in relation to students’ demonstration of specific criteria.

Written Test:

• It is a standardized test that measures a students’ ability.
• It can be multiple-choice, true-false, matching, completion, and essay-type tests. 
• Essay type-tests are useful in assessing the progress in the writing skills of students.

Therefore, it is concluded that Neither oral tests nor written tests are NOT the method(s) of assessment in Language Learning.

Decision-making is the process of choosing actions that are directed towards the resolution. It can be defined as "the selection from among alternatives of a course of action: it is at the core of planning".

Key Points

• The cognitive process that you use to evaluate alternatives and make a choice is known as decision making.
• Thus, we can say that decision-making is a type of problem-solving behavior where you are already aware of all the possible solutions and have to choose between them.
• The decision-making process can be carried out either by individuals acting alone or by groups.
• There are several models and theories which are developed to explain decision making and how effectively you can make a decision. 

Thus, it is concluded that Decision making is a kind of problem-solving.

Additional Information The decision-making process includes the following steps:- 

• Identifying the problem.
• Generating alternatives.
• Evaluating alternatives
• Choosing an alternative.
• Implementing the decision.
• Evaluating Decision Effectiveness.

In Effective Teaching Methods: Research-Based Practice, Gary D. Borich, discusses the “key behaviors” and “helpful behaviors” that make teachers effective.

5 Key Behaviors:

1.  Lesson clarity: Ideas should be clear to all learners at all levels.  Ideas should be conveyed in a clear step-by-step order, they should be uncomplicated and with minimal distractions.  (Tip: Using advance organizers at the beginning of a lesson and summary at the end of the lesson are very helpful for clarity).
2. Instructional variety:  Used a variety of teaching tools (technology, materials, activities, space, and displays).  Use a variation in voice and gestures, rewards, and reinforcers. (Tip: When questioning, use a variety of questions: fact questions, process questions, convergent questions, divergent questions, etc.)
3. Teacher task orientation: To maximize the time spent teaching, be sure to handle inevitable interruptions quickly, expedite the giving and collecting of materials, prevent or quickly put an end to distracting behavior, organize lessons well, and establish smooth transitions. (Tip: Be as prepared as possible!)
4. Engagement in the learning process: Constantly monitor any seat work and group work, set rules for when students can leave class without disruption, keep a daily schedule to minimize confusion of students, give independent work that is interesting (Tip: have abundant resources on hand that are at or slightly above student abilities.)
5. Student success rate: “Students should spend about 60-70% of their time on tasks that allow an almost complete understanding of the material being taught with only occasional errors”.  The content should reflect prior learning, with easy to grasp steps for the new material.

Thus, Instructional variety is a key behavior in effective teaching, however, using student ideas and contribution, structuring, and questioning are byproducts of instructional variety.

It is believed that teaching a language means teaching what has been traditionally known as LSRW skills as the objectives of language teaching.  Our classroom should attempt to promote language learning by adopting such processes where learners get time to get engaged with the language by using it for real-life purposes to manipulate and think about the linguistic aspects. 

Key Points

• Language is a system that consists of symbols (words) that stand for particular objects, relationships, actions, feeling and through which we can transmit and understand a large varieties of messages. 
• The main use of language is to transfer thoughts from one mind, to another mind. 
• The language we speak may influence not only our thoughts, but our implicit preferences as well. 

Hence, it can be concluded that the main objective of language is to express thoughts.

Effective education:

• Education is the first step for the development of societies and it has an important role in humans ' social life. There are a lot of skills, techniques, and practices that may help the teacher to be effective and so as to the students.
• Nevertheless, teaching is not about giving information only; it is actually about the willingness of the students to learn, and what students can get out of this information. And for the students to be able to get benefit out of the information they have to use this information practically not only getting it.
• Effective education is conducive to learning that is instrumentally good. The value of education is characterized by its instrumental goodness and intrinsic goodness. 

Conclusion: An effective education is that in which, the teacher with the help of raising questions, some guidance, flexibility, knowing how to stimulate the students, and having their attention to participate makes the lesson perfect. The students should be willing to learn the things a teacher is teaching and utilize them in practical life. Hence, option (3) is correct.

The word "curriculum" originated from the Latin word "currere" meaning to run or it is also referred to as "racecourse". It consists of overall subject matter including co-curricular activities that are needed to be taught in a course over a period of time.

• Mathematics deals with data analysis, integration of various fields of knowledge, involves proofs, deductive and inductive reasoning, and generalizations.

​Key Points

• The main purpose of teaching mathematics to the primary level students is to develop a positive attitude and liking for mathematics among them so that instead of being feared for it, they tend to enjoy and actively participate in learning mathematics.
• At the primary level, the teacher must focus on the development of the abilities to perform basic mathematical operations (addition, subtraction, multiplication, and division).
• The mathematics teacher must assess the prerequisite skills for learning basic mathematical operations such as knowledge of numbers, numerals, counting to perform addition, subtraction, multiplication, and division.
• The teacher should teach the primary level students by using concrete explanations such as numbers, shapes, fractions, etc. can be better explained by using daily-life real and concrete examples.
• For example, shapes can be explained by using bangles, pencil box, sandwich, dividing the chapati into two halves can be used to teach them about fractions, and so on.
• The students will not be able to understand the explanations given by using abstract materials as their ability to think abstractly develops in higher classes.
• At the primary level, the teacher should teach students by introducing mathematics as a language. Language is a means of expressing ideas in a precise and organized way.

So, it is concluded that according to mathematics curriculum, use of abstract material for explaining concept should not be used by a mathematics teacher in classroom at primary level.

Educational psychology refers to the scientific study of learner's learning process including learning difficulties, teaching methods, guidance, classroom environment, and learner's maturity.

Education would be meaningful only then when it would be child-centred that always emphasises to provide ample opportunities to the children to foster their own strategy of learning and ways of thinking to perform a task or classroom activities.

Educational Psychology emphasizes upon Child-centred education as:

• It is making intensive studies about the factors and conditions that affect learning.
• It helps teachers in providing assistance to learners to achieve their full potential.

• It is the application of the principles of psychology to the solution of problems encountered in the classroom.
• It is the application of principles of psychology to understanding learners, the learning process, and the teaching methodologies that enhance learning.
• It is making use of the psychological study of human development and applying its scientific findings to teaching.
• It helps in understanding the individual differences among learners and devised methods to evaluate them.

Hence, it could be concluded that educational Psychology emphasizes upon Child-centred education.

Additional Information

Curriculum centred	It lays importance to the subject content of the curriculum to be delivered by the teacher.
Teacher centred	It refers to the active involvement of the teacher while the learners passively listen to the teacher.
School centred education	It lays importance on educational programs, instructional approaches, academic support strategies, etc.

Science is a way of thinking, investigating, and proving the beliefs into facts with experiments, observations, and research conducted in a well-organized and systematic manner.

• It is based on verified facts, principles, and theories that aim to develop curiosity, scientific temper, and scientific attitude among the learners.
• The teaching of science should be done in a way so that it could enable children to examine and analyze everyday experiences. 

Key Points

• The teaching method includes both strategies and techniques of teaching and involves the choice of what is to be taught.
• As science is a subject matter that is based on theoretical knowledge and as well as practical technical skills which are required to enter the real world.
• So, the teaching method in science should expose the learners to a variety of experiences to create and maintain the interest and avoid monotony.
• The different experiences will make the learner capable of handling the tough situations in science and solving the problems of the real world.
• Also, to keep the learners engaged and active throughout the teaching-learning process, the teacher has to use a combination of different teaching methods, depending on the needs or requirements of the learner. 
• Such as to use the lecture method alone can make the learning boring and students may lack interest in learning through it. So, the teacher can use a discussion method or demonstration method whichever is more suitable to teach the scientific concepts.
• For example, the concept of friction would become boring by teaching through the lecture method. So, teaching the concept of friction-related with the demonstration or discussions can make the learning more interesting.
• The use of more than one teaching method in Science makes teaching more effective and meaningful as it will stimulate interest and curiosity among learners.

Hint 

• Science is that part of knowledge that is based on practicality and its theoretical knowledge is applicable in our daily life as science is everywhere such as cooking, and washing clothes, etc.
• Therefore, the teacher has to make sure that the concepts are well understood by the children. But using one single teaching method in all situations and for all types of learners will not be enough neither for the learners nor for the teachers.
• As just like the learners learns in their own unique style, the teachers also have their style of teaching which differs from each other.

Hence, it is concluded that every single method is enough for all situations and for all types of learners and teachers is not true about teaching methods in science.

Co-curricular activities in Science Teaching are those activities that are usually organized outside the classroom to provide opportunities for students to develop their special talents and to creatively express themselves through various forms.

Co-curricular/Extra-curricular activities in Science Teaching:

• Participation in science fair and exhibitions
• Involve is poster making and science dramas
• Visiting or participation in science clubs, science fairs and associations
• Excursion and sports activities
• Involve in social services, literary and cultural activities
• Visit in science parks and museums
• Aesthetic and cultural development activities
• Social welfare activities
   

Blackboard	It is a teaching aid with the reusable writing surface, used to facilitate learning and present a new lesson.
Textbook	A textbook is a tool to be used in the teaching process to facilitate effective and meaningful learning.
Audio-visual aids	It is learning equipment that maximizes learning with the help of both auditory and visual systems.

Thus, from the above-mentioned points, it becomes clear that visiting science fairs is a co-curricular activity in Science teaching.

Convergent thinking is the type of thinking that focuses on coming up with a single, well-established answer to a problem. Key Points

• It is oriented toward deriving the single best, or most often the correct answer to a question.
• Convergent thinking emphasizes speed, accuracy, and logic and focuses on recognizing the familiar, reapplying techniques, and accumulating stored information.
• Being limited convergent questions are not suited for holistic assessment as it involves many aspects to assess.

​So statement B is false

• Divergent thinking goal of divergent thinking is to generate many different ideas about a topic in a short period. It involves breaking a topic down into its various parts to gain insight into the various aspects of the topic.
• Divergent thinking typically occurs in a spontaneous, free-flowing manner, such that the ideas are generated in a random, unorganized fashion.
• So divergent questions promote critical thinking in learners as it involves thinking in multiple ways.

​So statement A is true. Hence A is true and B is false.

Co-curricular activities in Science Teaching are those activities that are usually organized outside the classroom to provide opportunities for students to develop their special talents and to creatively express themselves through various forms.

Key Points

Co-curricular/Extra-curricular activities in Science Teaching: 

• Participation in science fairs and exhibitions
• Involve is poster making and science dramas
• Visiting or participating in science clubs, science fairs and associations
• Excursion and sports activities
• Involve in social services, literary and cultural activities
• Visit in science parks and museums
• Aesthetic and cultural development activities as Scientific drama
• Social welfare activities

Thus it is clear that scientific experiments can not be considered as a co-curricular activity in science teaching.

According to NCF 2005, science is a dynamic, expanding body of knowledge, covering ever-new domains of experience. In a progressive forward-looking society, science can play a truly liberating role, helping people escape from the vicious cycle of poverty, ignorance, and superstition. These different imperatives have to be kept in mind in shaping science education.

• Science education cultivates students' curiosity about the world and enhances scientific thinking.
• Good science education is true to the child, true to life, and true to science.
•  This will prepare students to participate in public discourse in science-related issues and enable them to become life-long learners in science and technology.

Basic Criteria of the Validity of a Science Curriculum: 

1. Cognitive Validity requires that the content, process, language, and pedagogical practices of the curriculum are age-appropriate, and within the cognitive reach of the child.
2. Content Validity requires that the curriculum must convey significant and correct scientific information. Simplification of content, which is necessary for adapting the curriculum to the cognitive level of the learner, must not be so trivialized as to convey something basically flawed and/or meaningless.
3. Process Validity requires that the curriculum should engage the learner in acquiring the methods and processes that lead to the generation and validation of scientific knowledge and nurture the natural curiosity and creativity of the child in science. Process validity is an important criterion since it helps the student in 'learning to learn' science.
4. Historical Validity requires that the science curriculum be informed by a historical perspective, enabling the learner to appreciate how the concepts of science evolve over time. It also helps the learner to view science as a social enterprise and to understand how social factors influence the development of science.
5. Environmental Validity requires that science be placed in the wider context of the learner's environment, local and global, enabling him/her to appreciate the issues at the interface of science, technology, and society, and equipping him/her with the requisite knowledge and skills to enter the world of work.
6. Ethical Validity requires that the curriculum promotes the values of honesty, objectivity, cooperation, and freedom from fear and prejudice, and inculcate in the learner a concern for life and preservation of the environment.

Therefore, it becomes clear that according to NCF 2005, good science education should be true to the child.

The Influence of Society to Education Process:

• Socio-cultural influence: The education of any society has direct correlations with its socio-cultural factors. The process of education evolved in its social structure, social norms and values system. School is one such creation of human society to transfer the existing cultural content from one generation to the next generation. Note that:
  • ​Pierre Bourdieu, the French sociologist, viewed education perpetuate the culture of the dominant class, this phenomenon he called ‘cultural reproduction’.
  • Paulo Freire observed the teaching process, teaching method and language makes a difference between oppressors and oppressed.
• Economic aspects: Equality of opportunity is a core value of democracy and Indian constitutional provision of education. Yet it has become increasingly clear that equalization of opportunity is exceedingly difficult to achieve in present economic condition. The economic process creating more and more as well widening the gap between rich and poor. Karl Marx considered the economy the basic structure for getting power and dominance in society. Further educational system also plays an important role in legitimizing control of the dominant section of society. 
• Political conditions and their influence: The nature of state, political parties, ideology and policy directs the nature of the education system and its policy in society. Democratic states profess ideals of democratic education development; however, inherent inequality is the weakness of these states.  Contrary to this, socialist states claim for a common education system but inculcate their own political ideology rather than secular education.

Hence, we conclude that the above statement is of Paulo Freire.

An inclusive classroom contains all types of students who can't learn through the same methods. Each student may be at his own mental stage where he can't connect to the single method followed by the teacher for all.Key Points

A science classroom can become more inclusive if the teacher 

• provides various learning materials, any child would fully participate in the learning process if a variety of materials is used.
• various learning materials will provide various learning experiences to the child.
• demonstrate experiments with readily available things from surroundings to make the children learn.
• should treat the inclusive nature of the classroom as an advantage.
• should be able to change teaching strategy if it doesn't suit all the children.

Additional Information​On the other hand engaging students in project work , conducting more experiments in the classroom, and asking more questions to make students attentive in class doesn't make the science classroom more inclusive because only some students may get connected to these methods.

Social Sciences constitute a broad field of knowledge and deal with human beings in relation to their social behaviour. Social Sciences study the concepts or issues like culture, tradition, lifestyles, places and environment, power and authority, governance, economy, civic sense, etc. which have social implications. 

• Social sciences are the sciences that study human beings in relation to their social system and institutions. Social sciences include the disciplines like history, geography, political science, economics, sociology, psychology, anthropology, culture studies, public administration, etc. At the secondary school and university levels, different social sciences are taught to students as independent and/or distinct disciplines.

Key Points

The following points characterize the nature of social sciences:

• Social sciences are basically concerned with human relationship. Study of the nature of human society is the ultimate goal of all social sciences.
• Social sciences study mostly social issues, and social issues are always more complex, more subjective and less verifiable than the issues of physical sciences. 
• Social sciences aim at making a sensitive, reflective and informed human being.
• Concern for value attainment is an important tenet of social sciences. Therefore, social scientists bother always for the goodness or value of something that they attain or deal with.
• Social sciences facilitate plurality in thinking in understanding an issue. Since in a social situation, a single effect has numerous causes and a single cause has numerous effects, so, social sciences facilitate multiple thinking referring to a single issue.

Thus from the above-mentioned points, it is clear that social sciences aim at making a sensitive, reflective and informed human being.