MCQs of Education – Change your future

381. The process of Adaptation in piagetian Cognitive Development theory is?

Correct Answer: Correct answer is: (B) Assimilation and Accommodation.

Exam Relevance: Psychology exams, Developmental Psychology exams, Cognitive Psychology exams

Difficulty: Moderate

Concept notes: In Piaget's theory of cognitive development, adaptation is the process by which individuals adjust to their environment through assimilation and accommodation.

Common Mistakes: Students may confuse assimilation with recognition, which is not part of Piaget's adaptation process.

Explanations: Piaget's theory of cognitive development includes the concept of adaptation, which involves two processes: assimilation and accommodation. Assimilation is the process of incorporating new information into existing cognitive schemas. Accommodation is the process of modifying existing schemas to fit new information. Together, these processes allow individuals to adapt to their environment and develop cognitively.

Option Analysis:

Option A: Incorrect because recognition is not part of Piaget's adaptation process.
Option B: Correct because assimilation and accommodation are the two processes that constitute adaptation in Piaget's theory.
Option C: Incorrect because "Above all" is not a specific term used in Piaget's theory.
Option D: Incorrect because there is a specific correct answer within the options provided.

Mnemonic: A&A for Adaptation

382. A permanent change in behaviour is called..........

Correct Answer: Correct answer is: (A) Learning.

Exam Relevance: AP Psychology, IB Psychology, SAT Subject Tests

Difficulty: Easy

Concept notes: Learning is defined as a permanent change in behavior or knowledge resulting from experience.

Common Mistakes: Students may confuse learning with teaching, which is the act of imparting knowledge rather than the change in behavior itself.

Explanations: Learning involves a change in behavior or knowledge that is relatively permanent and is a result of experience. Teaching, on the other hand, is the act of imparting knowledge or skills to others. Presentation is the act of delivering information, but it does not necessarily result in a permanent change in behavior. Therefore, the correct answer is learning.

Option Analysis:

Option A: Correct. Learning is a permanent change in behavior or knowledge.
Option B: Incorrect. Teaching is the act of imparting knowledge, not a change in behavior.
Option C: Incorrect. Presentation is the act of delivering information, not a change in behavior.
Option D: Incorrect. Only learning fits the definition of a permanent change in behavior.

383. Are the following are important maxims of teaching? From simple to complex. From known to unknown. From part to whole.

Correct Answer: Correct answer is: (B) Yes.

Exam Relevance: Teacher Certification Exams, Education Theory Exams

Difficulty: Easy

Concept notes: The maxims of teaching from simple to complex, from known to unknown, and from part to whole are foundational principles in educational theory. These principles guide effective instructional design and delivery.

Common Mistakes: Students may confuse these maxims with other pedagogical strategies or principles, leading to incorrect application in teaching scenarios.

Explanations: The maxims of teaching from simple to complex, from known to unknown, and from part to whole are important because they ensure that learning is structured in a way that builds on prior knowledge and gradually increases in complexity. This approach helps students understand new concepts by relating them to what they already know, making learning more effective and manageable.

Option Analysis:

Option A: Incorrect because the maxims are indeed important principles in teaching.
Option B: Correct because these maxims are foundational principles in educational theory and practice.
Option C: Incorrect because the maxims are definitively important and not subject to uncertainty.
Option D: Incorrect because the maxims are definitively important and not subject to uncertainty.

384. Do the following are maxims of teaching? From particular to general. From analysis to synthesis. From empirical to rationale. From whole to part. From concrete to abstract. From direct to indirect. From psychological to logical.

Correct Answer: Correct answer is: (B) Yes.

Exam Relevance: Teacher certification exams, Education theory exams

Difficulty: Moderate

Concept notes: The maxims of teaching are principles that guide effective instruction. These principles are designed to enhance learning by aligning with how students naturally process information.

Common Mistakes: Students may confuse these maxims with other educational theories or principles, leading to incorrect identification.

Explanations: The maxims listed—From particular to general, From analysis to synthesis, From empirical to rationale, From whole to part, From concrete to abstract, From direct to indirect, and From psychological to logical—are widely recognized principles in teaching. These maxims are designed to facilitate learning by aligning with the natural cognitive processes of students. Each maxim addresses a different aspect of how information is best presented and understood, ensuring that teaching methods are effective and student-friendly.

Option Analysis:

Option A: Incorrect because the listed maxims are indeed recognized principles in teaching.
Option B: Correct because the listed maxims are recognized principles in teaching.
Option C: Incorrect because the maxims are definitively recognized principles in teaching.
Option D: Incorrect because the maxims are definitively recognized principles in teaching.

Mnemonic: PAGWCDL (Particular, Analysis, General, Whole, Concrete, Direct, Logical)

385. Are the following five of the salient features of good teaching. Good teaching is well planned. Good teaching is stimulating. Good teaching involves a skill in guiding. Good teaching is suggestive and cooperative. Good teaching is correlative.

Correct Answer: Correct answer is: (B) Yes.

Exam Relevance: Teacher Certification Exams, Educational Psychology Exams, Teaching Competency Tests

Difficulty: Easy

Concept notes: The question asks whether the listed features are salient characteristics of good teaching.

Common Mistakes: Students may overlook the importance of each feature and consider them individually rather than as a cohesive set.

Explanations: Good teaching is characterized by several key features. These include being well planned, stimulating, involving a skill in guiding, being suggestive and cooperative, and being correlative. Each of these features contributes to effective teaching. Therefore, the statement that these are salient features of good teaching is correct.

Option Analysis:

Option A: Incorrect because the features listed are indeed salient characteristics of good teaching.
Option B: Correct because the features listed are recognized as important aspects of good teaching.
Option C: Incorrect because the features are definitively recognized as salient characteristics of good teaching.
Option D: Incorrect because the features are definitively recognized as salient characteristics of good teaching.

386. The pre active phase of teaching includes all those activities which a teacher performs before classroom teaching or before entering the classroom.

Correct Answer: Correct answer is: (B) Before.

Exam Relevance: Teacher Eligibility Test (TET), National Eligibility cum Entrance Test (NET), State Level Eligibility Test (SLET)

Difficulty: Easy

Concept notes: The pre-active phase of teaching involves all activities a teacher undertakes before entering the classroom.

Common Mistakes: Students may confuse the pre-active phase with activities that occur during or after the class.

Explanations: The pre-active phase of teaching includes planning, preparation, and other activities that occur before the teacher enters the classroom. This phase is crucial for effective teaching as it sets the foundation for the actual teaching process.

Option Analysis:

Option A: Incorrect, as the pre-active phase occurs before, not after, classroom teaching.
Option B: Correct, as the pre-active phase includes activities performed before entering the classroom.
Option C: Incorrect, as the pre-active phase does not include activities during the class.
Option D: Incorrect, as the pre-active phase is specifically defined as activities before classroom teaching.

387. Are the following activities considered the post active phase of teaching? Defining the exact dimension of the changes caused by teaching. Selecting appropriate testing devices and techniques. Changing the strategies in terms of evidence gathered.

Correct Answer: Correct answer is: (C) Yes.

Exam Relevance: Educational Psychology, Teaching Methodology, Curriculum Design

Difficulty: Moderate

Concept notes: The post-active phase of teaching involves evaluating the effectiveness of the teaching strategies and making necessary adjustments based on the gathered evidence.

Common Mistakes: Students may confuse the post-active phase with the active phase, which involves the actual delivery of instruction.

Explanations: The post-active phase of teaching includes activities such as defining the exact dimension of changes caused by teaching, selecting appropriate testing devices and techniques, and changing strategies based on evidence gathered. These activities are essential for evaluating the effectiveness of the teaching methods and making necessary adjustments. Therefore, the claimed correct answer is accurate.

Option Analysis:

Option A: Incorrect because the activities listed are indeed part of the post-active phase.
Option B: Incorrect because the activities are definitively part of the post-active phase, not a possibility.
Option C: Correct because the activities listed are part of the post-active phase of teaching.
Option D: Incorrect because the activities are definitively part of the post-active phase, not a possibility.

388. Is the Teaching strategy the means to achieve learning objectives?

Correct Answer: Correct answer is: (C) Yes.

Exam Relevance: GRE, GMAT, Teaching Certification Exams

Difficulty: Easy

Concept notes: Teaching strategies are designed to facilitate the achievement of learning objectives.

Common Mistakes: Students may confuse teaching strategies with learning objectives themselves, rather than understanding that strategies are the methods used to achieve those objectives.

Explanations: Teaching strategies are the methods and techniques used by educators to help students achieve specific learning objectives. These strategies are purposefully designed to align with and support the attainment of the desired learning outcomes. Therefore, the teaching strategy is indeed the means to achieve learning objectives.

Option Analysis:

Option A: Incorrect because teaching strategies are directly aimed at achieving learning objectives.
Option B: Incorrect because the relationship between teaching strategies and learning objectives is definitive, not conditional.
Option C: Correct because teaching strategies are the means to achieve learning objectives.
Option D: Incorrect because the relationship is not uncertain; teaching strategies are designed to achieve learning objectives.

389. ..... has stated "Method refers to the formal structure of the sequence of acts commonly denoted instruction The term "Method"covers both strategies and tactics of teaching and involves the choice of what is to be taught and in which order is it to be presented"

Correct Answer: Correct answer is: (A) Broudy.

Exam Relevance: Educational Psychology, Pedagogy, Teaching Methodology

Difficulty: Moderate

Concept notes: The concept revolves around the definition and understanding of the term "Method" in the context of educational theory.

Common Mistakes: Students may confuse the definition of "Method" with other educational terms such as "Strategy" or "Tactic," leading to incorrect selection.

Explanations: Broudy has defined "Method" as the formal structure of the sequence of acts commonly denoted as instruction. This definition encompasses both the strategies and tactics of teaching, including the choice of what is to be taught and the order in which it is presented. This aligns with the given statement, making Broudy the correct attribution.

Option Analysis:

Option A: Broudy's definition matches the provided statement.
Option B: Clarke is not known for this specific definition of "Method."
Option C: Burton's work does not align with the given definition.
Option D: None of the above is incorrect as Broudy's definition is accurate.

390. All teaching methods can be classified under the three heads i.e. Telling Method Showing method and Doing Method.

Correct Answer: Correct answer is: (C) Yes.

Exam Relevance: Teacher Eligibility Test (TET), National Eligibility cum Entrance Test (NET), Civil Services Exam (CSE)

Difficulty: Easy

Concept notes: The three main teaching methods are Telling Method, Showing Method, and Doing Method. These methods encompass all possible ways of imparting knowledge.

Common Mistakes: Students may mistakenly believe there are additional teaching methods not covered by these three categories.

Explanations: The Telling Method involves verbal instruction, the Showing Method involves demonstration, and the Doing Method involves hands-on practice. These three methods cover all fundamental approaches to teaching, making the statement correct.

Option Analysis:

Option A: Incorrect because it denies the comprehensive nature of the three methods.
Option B: Incorrect because it suggests uncertainty, which is not appropriate given the comprehensive nature of the three methods.
Option C: Correct because it confirms that all teaching methods can be classified under the three heads mentioned.
Option D: Incorrect because it suggests that the classification may not be complete, which is not the case.

Mnemonic: TSD: Telling, Showing, Doing

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6 thoughts on “MCQs of Education - Set 39”

Amina Khatun January 1, 2020

Dada,apnar EI practice set tar Kno jobab nei….vison helpful 🙏🙏
JITENDRA KUMAR SETHI April 23, 2020

Better question
vijay April 26, 2020

Q44
Wilhelm Wundt opened the Institute for Experimental Psychology at the University of Leipzig in Germany in 1879.
Aliza Ali December 14, 2020

I don,t agree with mcq no.759🤨
KISHOR RAMDHAN GHUNAWAT April 26, 2021

Nice sir Thanks for.
Syed Zaheer Abbas September 2, 2021

بہت مرہ آیا قسم سے ، from Skardu rundu Pakistan

6 thoughts on “MCQs of Education - Set 39”

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