This is Set 29 of 60 in the smartvidya question bank on Teaching Aptitude (UGC NET Paper 1, Unit I). Part IV: Methods of teaching. This set covers Inductive–deductive, analytic–synthetic, inquiry, 5E model and flipped classroom.
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Set 29: Inductive, Deductive, Inquiry and Constructivist Approaches
1. The inductive method proceeds from
(a) abstract to concrete
(b) examples to a general rule
(c) a general rule to examples
(d) the unknown to the known
Ans. (b) examples to a general rule — Explanation: Learners observe particular cases and derive a generalisation. [Ref: Inductive method]
2. The deductive method proceeds from
(a) particular examples to a general rule
(b) concrete to abstract
(c) known to unknown in all cases
(d) a general rule to particular examples
Ans. (d) a general rule to particular examples — Explanation: The rule is stated first and then applied to specific problems. [Ref: Deductive method]
3. Which statement about inductive and deductive methods is correct?
(a) The two methods cannot be combined
(b) Deduction always produces deeper understanding than induction
(c) Induction is better for discovering rules; deduction is faster for applying them
(d) Induction cannot be used in mathematics
Ans. (c) Induction is better for discovering rules; deduction is faster for applying them — Explanation: Teachers often use induction to arrive at a rule and deduction to apply it, combining the two. [Ref: Inductive–deductive method]
4. The inductive method is psychologically sound because it
(a) moves from concrete experiences to abstract generalisations
(b) begins with abstract formulas
(c) avoids examples
(d) depends on memorisation
Ans. (a) moves from concrete experiences to abstract generalisations — Explanation: Learners understand rules better when they derive them from their own observations. [Ref: Inductive method]
5. The analytic method in mathematics proceeds from
(a) the concrete to the abstract
(b) the unknown to the known
(c) the simple to the complex
(d) the known to the unknown
Ans. (b) the unknown to the known — Explanation: Analysis starts from what is to be proved and works back to known facts. [Ref: Analytic and synthetic methods]
6. The synthetic method in mathematics proceeds from
(a) the conclusion to the hypothesis
(b) the whole to the part
(c) the unknown to the known
(d) the known to the unknown
Ans. (d) the known to the unknown — Explanation: Synthesis begins with known facts and combines them to reach the conclusion. [Ref: Analytic and synthetic methods]
7. Which method is described as the method of discovery, while its counterpart is the method of presentation?
(a) Lecture method
(b) Analytic method
(c) Dictation method
(d) Synthetic method
Ans. (b) Analytic method — Explanation: Analysis helps learners discover how a proof is found; synthesis presents the proof in a neat final form. [Ref: Analytic and synthetic methods]
8. The 5E instructional model consists of
(a) examine, experiment, express, edit and enrol
(b) engage, explore, explain, elaborate and evaluate
(c) enter, exit, explain, examine and end
(d) educate, exercise, express, evaluate and enjoy
Ans. (b) engage, explore, explain, elaborate and evaluate — Explanation: The 5E model, developed by the Biological Sciences Curriculum Study (BSCS), is based on constructivist learning. [Ref: BSCS 5E model]
9. Constructivism holds that learners
(a) have fixed knowledge at birth
(b) actively construct their own understanding through experience and reflection
(c) passively receive knowledge from teachers
(d) learn only through rewards and punishment
Ans. (b) actively construct their own understanding through experience and reflection — Explanation: Knowledge is built by learners as they connect new experiences to existing ideas. [Ref: Constructivism]
10. Social constructivism is most closely associated with
(a) Lev Vygotsky
(b) Edward Thorndike
(c) Ivan Pavlov
(d) B.F. Skinner
Ans. (a) Lev Vygotsky — Explanation: Vygotsky stressed that knowledge is constructed through social interaction and language. [Ref: Social constructivism]
11. In a constructivist classroom, the teacher's role is mainly that of
(a) a facilitator who poses problems and supports inquiry
(b) a silent spectator
(c) a transmitter of ready-made answers
(d) an examiner only
Ans. (a) a facilitator who poses problems and supports inquiry — Explanation: The teacher creates situations in which learners explore and build understanding. [Ref: Constructivism]
12. Inquiry-based learning begins with
(a) a summary of conclusions
(b) memorising definitions
(c) questions, problems or scenarios that learners investigate
(d) a final examination
Ans. (c) questions, problems or scenarios that learners investigate — Explanation: Learners pose or receive questions and investigate them to build knowledge. [Ref: Inquiry-based learning]
13. In "open inquiry",
(a) no investigation takes place
(b) students only confirm a known result
(c) students formulate their own questions and design their own investigations
(d) the teacher provides the question, procedure and result
Ans. (c) students formulate their own questions and design their own investigations — Explanation: Open inquiry is the most learner-directed level of inquiry. [Ref: Levels of inquiry]
14. The flipped classroom model was popularised by
(a) Johnson and Johnson
(b) Fred Keller and J.G. Sherman
(c) Joyce and Weil
(d) Jonathan Bergmann and Aaron Sams
Ans. (d) Jonathan Bergmann and Aaron Sams — Explanation: Two chemistry teachers in Colorado began recording lessons for students around 2007, popularising the flipped approach. [Ref: Bergmann and Sams]
15. In a flipped classroom,
(a) students teach the teacher
(b) classes are held only at night
(c) teachers lecture in class and give no homework
(d) students study content at home, often through videos, and do activities and problem-solving in class
Ans. (d) students study content at home, often through videos, and do activities and problem-solving in class — Explanation: Class time is freed for active learning, discussion and individual help. [Ref: Flipped classroom]
16. Experiential learning is based on the idea that
(a) learning comes from reflecting on direct experience
(b) only teachers learn from experience
(c) learning comes only from reading
(d) experience is irrelevant to learning
Ans. (a) learning comes from reflecting on direct experience — Explanation: Kolb and Dewey emphasised learning through experience followed by reflection. [Ref: Experiential learning]
17. Which teaching approach is LEAST consistent with constructivism?
(a) Rote memorisation of definitions without understanding
(b) Problem-based tasks
(c) Hands-on investigation
(d) Group discussion
Ans. (a) Rote memorisation of definitions without understanding — Explanation: Constructivism emphasises meaning-making, not memorisation without understanding. [Ref: Constructivism]
18. A misconception in learners is best addressed by
(a) repeating the correct answer only once
(b) punishing the learner
(c) creating cognitive conflict and helping them reconstruct their ideas
(d) ignoring it
Ans. (c) creating cognitive conflict and helping them reconstruct their ideas — Explanation: Learners need to see why their idea does not work and build a better explanation. [Ref: Conceptual change]
19. Concept mapping as a learning tool was developed by
(a) Tony Buzan
(b) Jerome Bruner
(c) Jean Piaget
(d) Joseph Novak
Ans. (d) Joseph Novak — Explanation: Novak developed concept maps in the 1970s based on Ausubel's theory of meaningful learning. [Ref: Novak, concept maps]
20. Mind mapping, a radial diagram technique for organising ideas, was popularised by
(a) Alex Osborn
(b) Tony Buzan
(c) Joseph Novak
(d) Edward de Bono
Ans. (b) Tony Buzan — Explanation: Tony Buzan popularised mind maps in the 1970s. [Ref: Buzan, mind maps]
21. Blended learning refers to
(a) combining face-to-face instruction with online learning
(b) teaching two subjects in one period
(c) using only printed materials
(d) mixing students of different ages
Ans. (a) combining face-to-face instruction with online learning — Explanation: Blended learning integrates classroom and digital learning experiences. [Ref: Blended learning]
22. In inquiry teaching, the teacher should respond to students' questions by
(a) asking them to memorise the textbook
(b) refusing to respond
(c) always giving the answer immediately
(d) guiding them to find answers through investigation
Ans. (d) guiding them to find answers through investigation — Explanation: Guidance keeps the learner active in finding answers. [Ref: Inquiry-based learning]
23. "Learning by doing" and "learning by living" are slogans associated with
(a) behaviourist drill
(b) rote learning
(c) pragmatism and progressive education
(d) idealism
Ans. (c) pragmatism and progressive education — Explanation: Progressive educators such as Dewey valued activity and real-life experience. [Ref: Progressive education]
24. The approach in which students work on an extended project to answer a complex question and present a public product is
(a) memory level teaching
(b) lecture method
(c) programmed learning
(d) project-based learning
Ans. (d) project-based learning — Explanation: Project-based learning involves sustained inquiry and a final product shared with others. [Ref: Project-based learning]
25. A teacher first gives students several examples of nouns and lets them define a noun, then gives the formal definition and practice exercises. This is the
(a) demonstration method
(b) lecture method
(c) inductive–deductive method
(d) programmed method
Ans. (c) inductive–deductive method — Explanation: Induction is used to arrive at the concept and deduction to apply it. [Ref: Inductive–deductive method]
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