Science Pedagogy MCQ Quiz - Objective Question with Answer for Science Pedagogy - Download Free PDF

Art Integrated Learning (AIL) is a pedagogical approach that integrates art forms—such as drawing, music, drama, or dance—with subject content to make learning more engaging, creative, and meaningful. In science education, this method helps students visualize abstract concepts and connect them to real-world phenomena.

Key Points

• When students are asked to create a collage of ecosystems and food chains, the primary goal is to promote visual representation and enhance conceptual understanding of ecological relationships.
• Through cutting, pasting, arranging, and labeling, students visually interpret how producers, consumers, and decomposers interact within different ecosystems.
• This process not only strengthens comprehension but also encourages creative thinking and deeper connections between science content and artistic expression.

Hint

•  Fine motor skills may develop as a secondary benefit, but they are not the primary aim.
• Rote memorization is not involved in a creative, student-led activity like collage-making.
• Similarly, art-integrated learning emphasizes collaboration and creativity, not individual competition.

Hence, the correct answer is visual representation and conceptual understanding of ecological relationships.

Open-book assessments in science education are designed to evaluate a student's understanding and application of concepts rather than their ability to recall information from memory. These assessments encourage the use of books or other materials during the test, shifting the focus from memorization to thinking skills.

Key Points

• The main goal of an open-book assessment is to assess students' ability to apply scientific concepts and solve problems using available resources.
• This format mirrors real-life situations where learners or professionals refer to sources before making decisions or solving problems.
• In such assessments, students are challenged to interpret data, connect concepts, and think critically, rather than merely reproduce memorized content.

Hint

•  Completing the exam faster is not the purpose, as open-book exams often involve deeper, analytical questions that may require more time.
• Suggesting that students don’t need to study is misleading—students still need to understand the concepts well enough to locate, apply, and connect them effectively.
• Testing rote memorization defeats the purpose of an open-book format, which is centered on comprehension and application.

Hence, the correct answer is to assess students' ability to apply scientific concepts and solve problems using available resources.

In science education, children's pre-conceived ideas, also known as alternative conceptions or prior knowledge, are the understandings that learners bring to the classroom based on everyday experiences. These ideas are crucial for shaping how new scientific concepts are learned.

Key Points

• Children often form ideas from daily observations and intuitive reasoning. These ideas (A) are not randomly formed but are rooted in their personal experiences, making them meaningful to the child.
• However, (B) these ideas may conflict with scientific explanations, such as believing that heavier objects fall faster than lighter ones. Teachers should not dismiss these ideas outright.
• Instead, (C) they should be used as building blocks to guide students toward accurate scientific understanding.
• Moreover, (E) such ideas influence how children interpret classroom experiments, often filtering observations through their existing beliefs.

Hint (D) The idea that children's ideas are always incorrect and must be replaced is an outdated and inaccurate view. Constructivist pedagogy emphasizes modifying and extending these ideas rather than simply replacing them.

Hence, the correct answer is (A), (B), (C), (E).

In science education, process skills refer to the cognitive and practical abilities students use to explore scientific concepts. These include observation, classification, communication, inference, and experimentation, which are crucial for developing scientific thinking from an early age.

Key Points

•  When students of Class VI are given a mix of different seeds and asked to separate them based on characteristics such as size, shape, and color, they are actively using observation to notice differences, classification to group similar seeds, and communication to explain their reasoning or sorting strategy.
• These actions reflect fundamental process skills that promote analytical thinking and hands-on learning in science.

Hint

• Measurement, Hypothesis formulation, Estimation – These are not the focus in this sorting activity since no measurements or predictions are being made.
• Inference, Prediction, Modeling – While useful in other contexts, this activity is primarily about directly sorting based on visible traits, not predicting outcomes.
• Observation, Experimentation, Controlling variables – Experimentation and variable control are more aligned with formal experiments, not simple sorting tasks.

Hence, the correct answer is Observation, Classification, Communication.

In primary science education, fostering an understanding and appreciation of science involves more than delivering content — it means encouraging curiosity, relevance, and personal connection. Effective science pedagogy engages students in ways that make learning meaningful and applicable.

Key Points

•  The most effective way to help young students understand and appreciate science is by connecting scientific concepts to real-life situations and everyday problems.
• When students see how science applies to the world around them, such as understanding weather patterns, how plants grow, or how simple machines work they begin to value science as a tool for making sense of their environment.
• This real-world connection makes science relatable, engaging, and memorable, thus fostering both appreciation and deeper understanding.

Hint

•  Memorizing scientific formulas at the primary level is not developmentally appropriate and does little to build genuine understanding.
• Presenting science as an infallible body of facts discourages questioning and exploration, which are core to scientific thinking.
• Limiting science to theoretical aspects without practical application makes the subject abstract and uninteresting for young learners.

Hence, the correct answer is to connect scientific concepts to real-life situations and problems.

Science is dynamic, expanding body of knowledge covering ever-new domains of experience. It is an organized system of knowledge that is based on inquiry born out of natural curiosity, logical reasoning, and experimentation. 

• It is this organized knowledge with an inquiry, logical reasoning, and experimentation as its central themes, that we call science. Science may rightly be said to be a domain of inquiry.  

Key Points

Nature of science:

• Science comes out from people and it can not be guaranteed if people are not biased, hence, it can not be surely said that scientists are totally objective in their work.
• There are several methods of conducting research namely action research, experimental research, survey research, etc.
• Science does not rely on belief, rather it is dependent on facts.
• Science is exploited by people, hence it is social in nature.
• One of the most important characteristics of science is that even the most established theories can be modified, or even abandoned if new experimental results do not fit into the existing theories.

Hence, the statement 'science is social in nature' best describes the nature of science.

Evaluation is a systematic process of collecting, analyzing, and interpreting evidence of students’ progress and achievement. The evaluation approach is an innovation in the field of education. B.S. Bloom has given this approach to the teaching-learning process.

Key Points

• Continuous and Comprehensive Evaluation (CCE) in science refers to evaluating all aspects of a student's development in science, not just academic performance.
• This includes cognitive, emotional, and psychomotor skills.
• CCE emphasizes a holistic approach to assessment, where both academic and non-academic areas are considered.
• Comprehensive: Covers all aspects of learning, including knowledge, understanding, application, and skills in science.
• Continuous: Ongoing evaluation throughout the academic year, through different methods like projects, lab work, activities, and quizzes.

Hint

• While summative and formative assessments are part of the process, CCE is broader, focusing on the overall development of the student across various dimensions of science education,.

Hence, from the above-mentioned points, it becomes clear that continuous and comprehensive evaluation in science means evaluation of all aspects of science.

The correct answer is Global System for Mobile.

• GSM technology is used in mobile phones.
• The full form of GSM is Global System for Mobile.

Key Points

• ETSI (European Telecommunication Standard Institute) has developed this technology.
• The protocols for second-generation digital cellular networks are described by the GSM technology.
• In 1991, Finland was the first country of deploying GSM.
• The global system of mobile communication became a global standard for mobile communications in 2010.
• It achieved a market share of 90% at that time.
• A digital circuit-switched network that was optimized for full-duplex voice telephony was described by GSM global technology.
• The GSM associations own the trademark of GSM.
• It is a secured wireless system.
• A pre-shared key is used for user authentication.
• Several cryptographic algorithms for security are used in GSM technology.

Assessment tools and techniques for determining the student's academic capabilities, fluency, and skills in a particular subject area, as well as their progress towards academic proficiency in that subject area. It includes quizzes, portfolios, observations, rating scales, anecdotal records, etc.

Key PointsAnecdotal records- It is a thorough descriptive narrative that is recorded after a specific behavior or interaction of children.

• It helps the teacher in planning learning activities, providing information to families, and recognizing the learning gaps of children.
• It is used to keep track of specific observations of students' actions, skills, and attitudes.

Hence, we conclude that their behavior of Shyam will be recorded in the anecdotal records.

Additional Information

• Rating scale- It is used for measuring the attitude of students in any situation.
• Observation- It means watching purposefully. It is important for understanding the student's behavior and needs.
• Portfolio- It is a systematically arranged compilation of students' work in a specific period of time.

Scientific method is a series of steps to collect information or solve problems. It is a process with the help of which scientists try to investigate, verify or construct an appropriate version of any natural phenomena.

• They are defined as controlled, systematic investigations that are rooted in objective reality and that aim to develop general knowledge about natural phenomena.
• The scientific method involves reflective thinking, reasoning, and results from the achievement of certain abilities, skills, and attitudes. 

Key PointsThe scientific method is based on the following steps:

•  Making an observation:  These observations are based on what has already happened and can be verified as right or wrong.
•  Forming a hypothesis: A hypothesis is a statement that provides an educated prediction or proposed solution.
• Testing the hypothesis/conducting experiment: This is when an activity is created to confirm (or not confirm) the hypothesis.
• Verification of Hypothesis: Once the experiment is completed, the results can be analyzed. The results should either confirm the hypothesis as true or false.
• Drawing a conclusion: It is the last step of the problem-solving, a conclusion is drawn when all information is collected.

Thus, it is concluded that the first step of the scientific method is making an observation.

Co-curricular activities refer to the activities that complement classroom learning experiences of students, maybe organized inside or even outside of the school premises.

• Co-curricular activities should be organized in the school as they help in the overall development of the child. 
• The overall development of a child demands co-curricular activities to be included in the curriculum.

Key Points

Co-curricular activities are mostly related to all-round development of students as co-curricular activities make learning meaningful by:

• ensuring the overall development of learners.
• providing a practical approach towards the topics.
• making learners apply theoretical concepts practically.
• stimulating interest in activities beyond routine classwork.

Co-curricular activities include:

• Social welfare activities
• Visiting parks and museums
• Excursion and sports activities
• Involvement in poster making and dramas
• Participation In Science Clubs And Associations, etc.

Hence, it could be concluded that Co-curricular activities should be organized in the school as they help in the overall development of the child. 

Science as a discipline has its unique perspective. Science is not limited to observation, experimentation, and analysis only rather it is a way of life. Science is an expanding body of knowledge through the process of inquiry.

 Key Points

Nature of Science:

• Science is socially and culturally embedded.
• Science is inferential, imaginative, and creative. It is subjective and theory-laden.
• Science is empirical (based on or derived from developed observation of the natural world).
• Science is not merely a collection of evidence of happenings rather it attempts to understand happening through analysis, testing, and verification.

Important Points

• The value of science comes from its economical and political importance,  but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud,  but also creative, imaginative, and able to work collectively.
• The main values of science to be rigorous, rational, honest, critical, creative, etc. can explain how science aims as far as possible at the truth (even if the scientific knowledge is always under construction) but it is impossible to say that science is the only truth in our world.

Thus, it is concluded that Reality is the value of science for nature.

Expository Approach:

• It is also known as the Transmission Approach.
  In this approach, the teacher is communicating maximum information to the students in a minimum of time.
• This approach helps the teacher to cover the content to be taught to the students.
• This approach is widely used across all subjects and different levels of education by the teacher. 
• The main proponent of this method is David P. Ausubel.
• In the expository approach all the cues provided by the teacher while teaching, the deductive thinking wherein abstract content is differentiated by the teacher giving appropriate examples to the students.
• The teaching Learning process is totally controlled by the teacher.

Hence, the Expository transmission approach in the classroom is completely teacher-centered.

Assessment is a process of collecting relevant information on student learning. It is an integral part of the teaching-learning process. Assessment is conducted in different phases of the teaching-learning process.

• In learner centered assessment the ‘learner’ or ‘child’ and not the ‘teacher’ is the main focus of the educational programme. 
• The overall goal is the all-round development of the child and not only that of acquiring knowledge. 

Key Points

Tool for Learner Centered Assessment: Portfolio, concept mapping, rating scale, Journal writing, and anecdotal records, etc. are the tools for learner centered assessment.

• Portfolio: It contains samples of the learner's work like project reports, assignments, etc to evaluate academic achievement and learning progress over time. It is used for learner centered assessment.
• Concept Mapping: It is a pedagogic technique to help students to check explicitly how new concepts can be related to previously learned concepts. Concept maps are graphical tools for organizing and representing knowledge. It can be in the form of flowcharts, tables, Venn diagrams, etc.
• Journal Writing: It refers to a form of writing, written by learners to record their insights, perceptions, experiences, etc on a specific topic. It helps them in organizing their thoughts and allows them to reflect on themselves. It is used for learner centered assessment.
• Field Trip: It refers to a learning approach that ensures the active involvement of learners in the learning process by taking them at a certain place where they earn knowledge by engaging with real situations.
• Project Work: It refers to a series of task that needs to be done by a group of learners to achieve a particular goal. It promotes the voluntary participation of learners and emphasizes active learning. It is used for learner centered assessment.

NOTE: Paper-Pencil test is used to measure relevant factors of participants' visuospatial ability.

Hence, from the above-mentioned points, it becomes clear that Portfolio, Concept mapping and Journal writing are the tools for learner centered assessment.

Science is derived from the Latin word ‘Scientia which means ‘to know. So, science is limited not only to observation, experimentation, and analysis but also to knowing ways of life. It should be noted that:

Key Points

• The Product of Science is obtained after processing methods of science which are to observe infer, measure, communicate, classify, predict, and use number-space-time relationships and integrated process skills (to control variables, define the operation, formulate a hypothesis, interpret data and, experiments are dealt with in detail).
• The basic components of knowledge that are gathered after applying the above process are fact (24 hours in a day), principle (Archimedes principle), theory or scientific law (Newton’s law), and, concept (speed is distance per unit of time).

Hence, we conclude that scientific laws are the product of science.