{"id":1534,"date":"2024-04-01T14:14:28","date_gmt":"2024-04-01T13:14:28","guid":{"rendered":"https:\/\/aacharyasbes.com\/?page_id=1534"},"modified":"2024-09-20T09:02:11","modified_gmt":"2024-09-20T08:02:11","slug":"pedagogy-of-life-sciences","status":"publish","type":"page","link":"https:\/\/aacharyasbes.com\/index.php\/pedagogy-of-life-sciences\/","title":{"rendered":"Teaching-Learning Process in Life Sciences"},"content":{"rendered":"\t\t
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Teaching-Learning Process in Life Sciences<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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  1. Science is a<\/li><\/ol>

    A. Body of knowledge<\/p>

    B. Way of investigating<\/p>

    C. Way of thinking<\/p>

    D. All of these<\/p>

    2. The \u2018Science\u2019 word has been taken from the word<\/p>

    A. \u2018Scientia\u2019<\/em> meaning wisdom<\/p>

    B. \u2018Scientia\u2019<\/em> meaning knowledge<\/p>

    C. \u2018Scientia\u2019<\/em> meaning information<\/p>

    D. \u2018Scientia\u2019<\/em> meaning truth<\/p>

    3.\u00a0Experimentation, classification and investigation shows science as a<\/p>

    A. Process<\/p>

    B. Product<\/p>

    C. Dynamic body<\/p>

    D. Both process and product<\/p>

    4.\u00a0Facts, concepts, principles shows science as a<\/p>

    A. Process<\/p>

    B. Product<\/p>

    C. Dynamic body<\/p>

    D. Both process and product<\/p>

    5.\u00a0Which of the following do not depicts process approach to sciences?<\/p>

    A. Theories<\/p>

    B. Description<\/p>

    C. Measurement<\/p>

    D. Hypothesization<\/p>

    6.\u00a0The specific objects, variables, information acquired through observation are<\/p>

    A. Concepts<\/p>

    B. Principles<\/p>

    C. Facts<\/p>

    D. Law<\/p>

    7.\u00a0Knowledge of life sciences develops habit of sanitation, balanced diet, prevention of diseases. This show<\/p>

    A. Intellectual improvement because of science<\/p>

    B. Usefulness of science in daily life<\/p>

    C. Cultural and moral significance of science<\/p>

    D. Vocational importance of science<\/p>

    8.\u00a0A science teacher is teaching nitrogen cycle, carbon cycle in his class. In this example, correlation exists between<\/p>

    A. Life science and History<\/p>

    B. Life science and Geography<\/p>

    C. Life science and Chemistry<\/p>

    D. Life science and Physics<\/p>

    9. Life sciences train our students in scientific method and develop thinking abilities. This show<\/p>

    A. Intellectual improvement because of science<\/p>

    B. Usefulness of science in daily life<\/p>

    C. Cultural and moral significance of science<\/p>

    D. Vocational importance of science<\/p>

    10.\u00a0Science helps in maintaining and preserving the standard of our life. Modes, customs, styles of living are transmitted to next generation. This show<\/p>

    A. Intellectual improvement because of science<\/p>

    B. Usefulness of science in daily life<\/p>

    C. Cultural significance of science<\/p>

    D.Vocational importance of science<\/p>

    11.\u00a0Which commission\/ report recommended the teaching of general science as a compulsory subject in high schools & higher secondary schools?<\/p>

    A.National scientific policy resolution (1958)<\/p>

    B. All India seminar on teaching science – held at Tara Devi in 1956<\/p>

    C. Report of the Secondary Education Commission (1953)<\/p>

    D. Kothari Commission, 1964-66<\/p>

    12.\u00a0Indian parliamentary & scientific committee was set up in<\/p>

    A. 1951<\/p>

    B. 1961<\/p>

    C. 1952<\/p>

    D. 1962<\/p>

    13. Indian parliamentary & scientific committee was set up under the chairman ship of<\/p>

    A. Lal Bahadur Shastri<\/p>

    B. Pandit Jawahar L Nehru<\/p>

    C. Sardar Ballavh Bhai patel<\/p>

    D. Rajendra Prasad<\/p>

    14. After independence, for the first time, who suggested a unique & uniform system of science teaching for the entire country, suite to its needs & resources?<\/p>

    A. Indian parliamentary & scientific committee<\/p>

    B. National Council Of Educational Research & Training (NCERT)<\/p>

    C. Indian Education Commission<\/p>

    D. All India seminar on teaching science held at Tara Devi<\/p>

    15.\u00a0Life sciences help us in getting placed in medicals, forestry, fisheries etc. This show<\/p>

    A. Intellectual improvement because of science<\/p>

    B. Usefulness of science in daily life<\/p>

    C. Cultural and moral significance of science<\/p>

    D. Vocational importance of science<\/p>

    16.\u00a0A science teacher is teaching the carbohydrates, proteins and fats to middle classes. In this a correlation exists between<\/p>

    A. Life science and Chemistry<\/p>

    B. Life science and Physics<\/p>

    C. Life science and Mathematics<\/p>

    D. Life science and Languages<\/p>

    17.\u00a0The technique of radiocarbon dating to find out the age of fossils, bones, clothes etc, show relationship between<\/p>

    A. Life science and Physics<\/p>

    B. Life science and Mathematics<\/p>

    C. Life science and History<\/p>

    D. Life science and Geography<\/p>

    18. Life science teaching inculcates truth, honesty, love, cooperation in our students. This show<\/p>

    A. Intellectual improvement because of science<\/p>

    B. Usefulness of science in daily life<\/p>

    C. Moral significance of science<\/p>

    D. Vocational importance of science<\/p>

    19.\u00a0The mobile phone, washing machine, computers which we use daily is examples of relationship between<\/p>

    A. Life science and Chemistry<\/p>

    B. Life science and Physics<\/p>

    C. Life science and Society<\/p>

    D. Life science and Languages<\/p>

    20 . National Council Of Educational Research & Training (NCERT) was established in<\/p>

    A. 1951<\/p>

    B. 1961<\/p>

    C. 1952<\/p>

    D. 1962<\/p>

    21. Who stressed that methods of teaching science should be modernized & that science teaching should be linked with agriculture & technology?<\/p>

    A. Indian parliamentary & scientific committee<\/p>

    B. National Council Of Educational Research & Training (NCERT)<\/p>

    C. Indian Education Commission<\/p>

    D. All India seminar on teaching science held at Tara Devi<\/p>

    22.\u00a0Which committee took up the study of \u2018science education in schools\u2019, with a view to find out the relation between the policies and decision of the centre & the states, & the courses offered in the schools?<\/p>

    A. Indian parliamentary & scientific committee<\/p>

    B. National Council Of Educational Research & Training (NCERT)<\/p>

    C. Indian Education Commission<\/p>

    D. All India seminar on teaching science held at Tara Devi<\/p>

    23.\u00a0University Grants Commission was set up in<\/p>

    A. 1956<\/p>

    B. 1966<\/p>

    C. 1964<\/p>

    D. 1954<\/p>

    24.\u00a0 AICTE stands for<\/p>

    A. Al International Council For Technical Education<\/p>

    B. All India Council For Technical Education<\/p>

    C. All India Council For Teacher Education<\/p>

    D. All India Council For Theoretical Education<\/p>

    25.\u00a0AICTE is responsible for<\/p>

    A. Proper planning and coordinated development of the Teacher education and management education system in India.<\/p>

    B. Proper planning and coordinated development of the technical education and management education system in India.<\/p>

    C. Proper planning and coordinated development of the technical education and management education system in<\/p>

    D. Proper planning and coordinated development of the Theoretical education and management education system in India.<\/p>

    26. The _______ accredits postgraduate and graduate programs under specific categories at Indian institutions as per its charter.<\/p>

    A. UGC<\/p>

    B. NCTE<\/p>

    C. AICTE<\/p>

    D. NCERT<\/p>

    27. Teaching of life sciences has correlation with<\/p>

    A. Principal branches of sciences<\/p>

    B. Society<\/p>

    C. Environment<\/p>

    D. All of these<\/p>

    28.\u00a0 A science teacher is teaching the process of image formation of human eye. In this a correlation exists between<\/p>

    A. Life science and Chemistry<\/p>

    B. Life science and Physics<\/p>

    C. Life science and Mathematics<\/p>

    D. Life science and Languages<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

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    1). At this stage emphasis may shift to the acquisition of knowledge together with the ability to think logically, to draw conclusions and to make decisions at a higher level. The stage\/s in reference is\/are<\/p>

    1. Lower Primary Stage<\/li>
    2. Higher Primary Stage<\/li>
    3. Secondary stage<\/li>
    4. Both b and c<\/li><\/ol>

      2). A disciplinary approach to science learning instead of general science would be more effective in providing the necessary scientific base to<\/p>

      1. Lower Primary Students<\/li>
      2. Higher Primary Students<\/li>
      3. Lower Secondary Students<\/li>
      4. Senior Secondary Students<\/li><\/ol>

        3). At the lower secondary class<\/p>

        1. Physics, chemistry, biology and earth sciences should be taught as compulsory subjects<\/li>
        2. There should be diversification of courses and provision for specialisation<\/li>
        3. There should be disciplinary approach to science learning instead of general science<\/li>
        4. Emphasis may shift to the acquisition of knowledge together with the ability to think logically<\/li><\/ol>

          4). At the higher secondary stage<\/p>

          1. Physics, chemistry, biology and earth sciences should be taught as compulsory subjects<\/li>
          2. There should be diversification of courses and provision for specialisation<\/li>
          3. There should be disciplinary approach to science learning instead of general science<\/li>
          4. Emphasis may shift to the acquisition of knowledge together with the ability to think logically<\/li><\/ol>

            5). NCERT was established in<\/p>

            1. 1961<\/li>
            2. 1951<\/li>
            3. 1962<\/li>
            4. 1952<\/li><\/ol>

              6). NCERT has given objectives of teaching sciences for<\/p>

              1. Lower Primary Stage, Higher Primary Stage, and Secondary stage<\/li>
              2. Primary Level, Middle School Level, High and Higher Secondary Levels<\/li>
              3. Primary and middle levels<\/li>
              4. Primary Level, High School Level, and Higher Secondary Levels<\/li><\/ol>

                7). ________are directions in education while\u00a0\u00a0 _______is a point or an end view of possible achievement.<\/p>

                1. Aims, objective<\/li>
                2. Objective, aim<\/li>
                3. Goal, objective<\/li>
                4. Aim, goal<\/li><\/ol>

                  8). Which is not true about aims?<\/p>

                  1. The attainment of aims is beyond the scope of school<\/li>
                  2. Aims are directions encompassing the entire educational system in and out\u00a0 the school.<\/li>
                  3. If objectives are realized by stages an educational aim may be achieved.<\/li>
                  4. Aims are specific, precise and clearly defined.<\/li><\/ol>

                    9). Which is not true about an objective?<\/p>

                    1. These are specific, immediate and attainable goals.<\/li>
                    2. Objectives are broad and general<\/li>
                    3. Objectives vary from subject to subject.<\/li>
                    4. Objectives originate from aims, the attainment of which are the step towards the achievement of educational aims.<\/li><\/ol>

                      10). All India Seminar on the Teaching of Science was held<\/p>

                      1. At Tara Devi in 1954-56<\/li>
                      2. At Tara Devi in 1956<\/li>
                      3. At New Delhi in 1956<\/li>
                      4. At New Delhi in 1964-66<\/li><\/ol>

                        11). Developing interest in scientific hobbies should be the aim at<\/p>

                        1. Middle School Level<\/li>
                        2. High and Higher Secondary Level<\/li>
                        3. Higher Secondary Level<\/li>
                        4. Upper primary Level<\/li><\/ol>

                          12). Developing neat and orderly habits and inculcation of habits of healthful living should be the aim for<\/p>

                          1. 11-15 Years old child<\/li>
                          2. 5-7 Years old child<\/li>
                          3. 5-15 Years old child<\/li>
                          4. 5-10 years old child<\/li><\/ol>

                            13). To acquaint with the ‘scientific method’ and to develop the scientific attitude should be the aims for<\/p>

                            1. Middle School Level<\/li>
                            2. High and Higher Secondary students<\/li>
                            3. Higher Secondary Level<\/li>
                            4. Upper primary Level<\/li><\/ol>

                              14). The Indian Education Commission (1964-66) has suggested the aims and objectives of teaching science for<\/p>

                              1. Lower Primary Stage, Higher Primary Stage, and Secondary stage<\/li>
                              2. Primary Level, Middle School Level, and High and Higher Secondary Levels<\/li>
                              3. Only at primary and middle school level<\/li>
                              4. Primary Level, High School Level, and Higher Secondary Levels<\/li><\/ol>

                                15). All India Seminar on the Teaching of Science, has suggested the aims and objectives of teaching science for<\/p>

                                1. Lower Primary Stage, Higher Primary Stage, and Secondary stage<\/li>
                                2. Primary Level, Middle School Level, High and Higher Secondary Levels<\/li>
                                3. Only at primary and middle school level<\/li>
                                4. Primary Level, High School Level, and Higher Secondary Levels<\/li><\/ol>

                                  16). According to Kothari Commission (1964-66), in classes I and II, the accent should be on<\/p>

                                  1. Child’s environment-social, physical and biological<\/li>
                                  2. Cleanliness and formation of healthy habits.<\/li>
                                  3. the teaching of roman alphabets<\/li>
                                  4. Personal hygiene and sanitation.<\/li><\/ol>

                                    17). According to Kothari Commission (1964-66), in classes III and IV the study should include<\/p>

                                    1. Development of power of observation<\/li>
                                    2. Child’s environment-social, physical and biological<\/li>
                                    3. the teaching of roman alphabets<\/li>
                                    4. Personal hygiene and sanitation.<\/li><\/ol>

                                      18). According to Kothari Commission (1964-66), in classes IV and V children should be taught<\/p>

                                      1. the teaching of roman alphabets<\/li>
                                      2. Personal hygiene and sanitation.<\/li>
                                      3. Child’s environment-social, physical and biological<\/li>
                                      4. Cleanliness and formation of healthy habits.<\/li><\/ol>

                                        19). The level of affective domain was given by<\/p>

                                        1. Benjamin S. Bloom in 1956<\/li>
                                        2. Dave in 1975<\/li>
                                        3. Krathwohl, Bloom, Masia in 1973<\/li>
                                        4. Masia in 1973<\/li><\/ol>

                                          20). The level of cognitive domain was given by<\/p>

                                          1. Benjamin S. Bloom<\/li>
                                          2. Dave and Masia<\/li>
                                          3. Krathwohl, Bloom, Masia<\/li>
                                          4. Skinner<\/li><\/ol>

                                            21). \u2018Analysis\u2019 is one of the levels in<\/p>

                                            1. Conative domain<\/li>
                                            2. Cognitive domain<\/li>
                                            3. Affective domain<\/li>
                                            4. Psychomotor domain<\/li><\/ol>

                                              22). Responding is one of the levels in<\/p>

                                              1. Conative domain<\/li>
                                              2. Cognitive domain<\/li>
                                              3. Affective domain<\/li>
                                              4. Psychomotor domain<\/li><\/ol>

                                                23). Naturalization is one of the levels in<\/p>

                                                1. Cognitive domain<\/li>
                                                2. Affective domain<\/li>
                                                3. Psychomotor domain<\/li>
                                                4. None of these<\/li><\/ol>

                                                  24). The domain that includes the manner in which we deal with things emotionally<\/p>

                                                  1. Conative domain<\/li>
                                                  2. Cognitive domain<\/li>
                                                  3. Affective domain<\/li>
                                                  4. Psychomotor domain<\/li><\/ol>

                                                    25). Archimedes principle and Hunds rule are examples of<\/p>

                                                    1. Concepts<\/li>
                                                    2. Principles<\/li>
                                                    3. Theory<\/li>
                                                    4. Facts<\/li><\/ol>

                                                      26). Flower, fruit, honesty, pencil are examples of<\/p>

                                                      1. Concepts<\/li>
                                                      2. Principles<\/li>
                                                      3. Objects<\/li>
                                                      4. Facts<\/li><\/ol>

                                                        27). A statement of what students ought to be able to do as a consequence of instruction is called as<\/p>

                                                        1. Behavioral Objective<\/li>
                                                        2. Instructional Objectives<\/li>
                                                        3. Educational Objective<\/li>
                                                        4. General Objective<\/li><\/ol>

                                                          28). Blooms Taxonomy of Educational Objectives is a\/an<\/p>

                                                          1. Approach to formulate objective<\/li>
                                                          2. Evaluation approach<\/li>
                                                          3. Classification approach<\/li>
                                                          4. System approach<\/li><\/ol>

                                                            29). Learner will enlist examples of metals and non-metals. The formulated objective is of<\/p>

                                                            1. Cognitive domain<\/li>
                                                            2. Affective domain<\/li>
                                                            3. Conative domain<\/li>
                                                            4. Psychomotor domain<\/li><\/ol>

                                                              30). In _____________ level learner perform a task or activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners<\/p>

                                                              1. Responding<\/li>
                                                              2. Articulating<\/li>
                                                              3. Precision<\/li>
                                                              4. Manipulating<\/li><\/ol><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
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                                                                1). Arranges, combines, compares, completes, defends, explains, formulates, generalizes are the action verb of<\/p>

                                                                1. Responding<\/li>
                                                                2. Receiving<\/li>
                                                                3. Organization<\/li>
                                                                4. Characterization<\/li><\/ol>

                                                                  2). The____________ domain includes physical movement, coordination, and use of the motor-skill areas<\/p>

                                                                  1. Physical<\/li>
                                                                  2. Cognitive domain<\/li>
                                                                  3. Affective domain<\/li>
                                                                  4. Psychomotor domain<\/li><\/ol>

                                                                    3). Copying a work of art is an example of<\/p>

                                                                    1. Imitation<\/li>
                                                                    2. Manipulation<\/li>
                                                                    3. Precision<\/li>
                                                                    4. Articulation<\/li><\/ol>

                                                                      4). Working and reworking something, so it will be just right is an example of<\/p>

                                                                      1. Naturalization<\/li>
                                                                      2. Manipulation<\/li>
                                                                      3. Precision<\/li>
                                                                      4. Articulation<\/li><\/ol>

                                                                        5). Creating work on one’s own, after taking lessons, or reading about it is an example of<\/p>

                                                                        1. Naturalization<\/li>
                                                                        2. Manipulation<\/li>
                                                                        3. Precision<\/li>
                                                                        4. Articulation<\/li><\/ol>

                                                                          6). Coordinating a series of actions, achieving harmony and internal consistency is description of<\/p>

                                                                          1. Naturalization<\/li>
                                                                          2. Manipulation<\/li>
                                                                          3. Precision<\/li>
                                                                          4. Articulation<\/li><\/ol>

                                                                            \u00a07). Sachin playing Cricket and scoring 100 runs in his last match is an example of<\/p>

                                                                            1. Naturalization<\/li>
                                                                            2. Manipulation<\/li>
                                                                            3. Precision<\/li>
                                                                            4. Articulation<\/li><\/ol>

                                                                              8). The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains. The formulated objective is of<\/p>

                                                                              1. Application level<\/li>
                                                                              2. Precision level<\/li>
                                                                              3. Synthesis level<\/li>
                                                                              4. All of these<\/li><\/ol>

                                                                                9). The Key Words like answers, assists, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes specifically falls in<\/p>

                                                                                1. Receiving<\/li>
                                                                                2. Responding<\/li>
                                                                                3. Knowledge<\/li>
                                                                                4. Imitation<\/li><\/ol>

                                                                                  10). The learners will express their appreciations for discoveries and inventions. This objective is an example of<\/p>

                                                                                  1. Conative domain<\/li>
                                                                                  2. Cognitive domain<\/li>
                                                                                  3. Affective domain<\/li>
                                                                                  4. Psychomotor domain<\/li><\/ol>

                                                                                    11). Explain, Summarize, Paraphrase, Describe, and Illustrate action verbs are examples of<\/p>

                                                                                    1. Knowledge<\/li>
                                                                                    2. Comprehension<\/li>
                                                                                    3. Application<\/li>
                                                                                    4. Analysis<\/li><\/ol>

                                                                                      12). Answers, assists, aids, complies, conforms action verbs are examples of<\/p>

                                                                                      1. Receiving<\/li>
                                                                                      2. Responding<\/li>
                                                                                      3. Valuing<\/li>
                                                                                      4. Organization<\/li><\/ol>

                                                                                        13). A student decides worth and relevance of ideas, experiences; accept or commit to particular stance or action. He is showing the attainment of<\/p>

                                                                                        1. Receiving<\/li>
                                                                                        2. Responding<\/li>
                                                                                        3. Valuing<\/li>
                                                                                        4. Organization<\/li><\/ol>

                                                                                          14). According to Robert Magers Approach of writing Behavioral Objectives, a behavioral objective should have<\/p>

                                                                                          1. Three components<\/li>
                                                                                          2. Two components<\/li>
                                                                                          3. Five components<\/li>
                                                                                          4. Four components<\/li><\/ol>

                                                                                            15). In Robert Magers Approach, the component Standard represent<\/p>

                                                                                            1. Specific and observable behavior<\/li>
                                                                                            2. The conditions under which the behavior is to be complete<\/li>
                                                                                            3. The level of performance<\/li>
                                                                                            4. All of these<\/li><\/ol>

                                                                                              16). In Robert Magers Approach, the component Condition includes<\/p>

                                                                                              1. Limitations, restrictions<\/li>
                                                                                              2. Percentage, tolerance, time<\/li>
                                                                                              3. Both A and B<\/li>
                                                                                              4. Specific action verb<\/li><\/ol>

                                                                                                17). Learner will solve 9 problems correctly out of 10, name 30 % of given plants correctly are examples of \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>

                                                                                                1. Behavior<\/li>
                                                                                                2. Condition<\/li>
                                                                                                3. Standard<\/li>
                                                                                                4. Action verbs<\/li><\/ol>

                                                                                                  18). From given a list of forty words, the learner will identify at least thirty nouns correctly\u2019. In this objective the Behavior component is<\/p>

                                                                                                  1. Given a list of forty words<\/li>
                                                                                                  2. Identify<\/li>
                                                                                                  3. Thirty nouns correctly<\/li>
                                                                                                  4. None of these<\/li><\/ol>

                                                                                                    19). Learners will discriminate between metals & non- metals is an example of objective relating to<\/p>

                                                                                                    1. Conative domain<\/li>
                                                                                                    2. Cognitive domain<\/li>
                                                                                                    3. Affective domain<\/li>
                                                                                                    4. Psychomotor domain<\/li><\/ol>

                                                                                                      20). Which of the following is an objective of psychomotor domain?<\/p>

                                                                                                      1. Learners will give scientific reasons and collect relevant data to verify their results<\/li>
                                                                                                      2. Learners will recognize various examples of metals and non-metals<\/li>
                                                                                                      3. Learners will perform the activity of conduction test on metals & non-metals<\/li>
                                                                                                      4. Learners will prepare a model to test conductivity or heat test on metals & non-metals<\/li><\/ol>

                                                                                                        21). Which one is not a level of cognitive domain in original Bloom taxonomy?<\/p>

                                                                                                        1. Comprehension<\/li>
                                                                                                        2. Knowledge<\/li>
                                                                                                        3. Creating<\/li>
                                                                                                        4. Synthesis<\/li><\/ol>

                                                                                                          22). In revised bloom taxonomy of cognitive domain, the last or highest level is<\/p>

                                                                                                          1. Evaluation<\/li>
                                                                                                          2. Creating<\/li>
                                                                                                          3. Analyzing<\/li>
                                                                                                          4. Synthesis<\/li><\/ol>

                                                                                                            23). A student translates, comprehends, or interprets information based on prior learning.\u00a0 He is showing<\/p>

                                                                                                            1. Knowledge<\/li>
                                                                                                            2. Application<\/li>
                                                                                                            3. Comprehension<\/li>
                                                                                                            4. Analysis<\/li><\/ol>

                                                                                                              24). Justifying a decision or course of action, checking, hypothesising, critiquing, experimenting, judging is<\/p>

                                                                                                              1. Evaluation<\/li>
                                                                                                              2. Creating<\/li>
                                                                                                              3. Analyzing<\/li>
                                                                                                              4. Synthesis<\/li><\/ol>

                                                                                                                25). The affective domain has ___________ major categories from the simplest behavior to the most complex behavior.<\/p>

                                                                                                                1. Six<\/li>
                                                                                                                2. Five<\/li>
                                                                                                                3. Seven<\/li>
                                                                                                                4. Four<\/li><\/ol>

                                                                                                                  26). ______________ involves active participation on the part of the learners. Learner Attends and reacts to a particular phenomenon.<\/p>

                                                                                                                  1. Responding<\/li>
                                                                                                                  2. Receiving<\/li>
                                                                                                                  3. Knowledge<\/li>
                                                                                                                  4. Precision<\/li><\/ol>

                                                                                                                    27). The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains. This is an example of<\/p>

                                                                                                                    1. Synthesis<\/li>
                                                                                                                    2. Application<\/li>
                                                                                                                    3. Knowledge<\/li>
                                                                                                                    4. Precision<\/li><\/ol>

                                                                                                                      28). Act, display, influence, solve, practice are examples of verbs from<\/p>

                                                                                                                      1. Naturalization<\/li>
                                                                                                                      2. Manipulation<\/li>
                                                                                                                      3. Precision<\/li>
                                                                                                                      4. Characterization<\/li><\/ol>

                                                                                                                        29). Given a list of words, with the help of book, without the help of book, under lab conditions are examples of<\/p>

                                                                                                                        1. Behavior<\/li>
                                                                                                                        2. Condition<\/li>
                                                                                                                        3. Standard<\/li>
                                                                                                                        4. Action verbs<\/li><\/ol><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
                                                                                                                          \n\t\t\t\t\t
                                                                                                                          \n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tMCQs on Strategies, Methods & Approaches of teaching life sciences<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

                                                                                                                          Strategies of teaching life sciences<\/strong><\/p>

                                                                                                                          1). Characteristic\/s of discussion is\/are<\/p>

                                                                                                                          1. Keeps the students active and attentive<\/li>
                                                                                                                          2. Stimulates the students to reflect ideas<\/li>
                                                                                                                          3. Motivates the students and sustains the motivation<\/li>
                                                                                                                          4. All of these<\/li><\/ol>

                                                                                                                            2). Planned sequence of instructional events\/activities designed to attain instructional goals are called as<\/p>

                                                                                                                            1. Methods<\/li>
                                                                                                                            2. Strategies<\/li>
                                                                                                                            3. Tectics<\/li>
                                                                                                                            4. Techniques<\/li><\/ol>

                                                                                                                              3). According to Stone and Morris (1972) strategies Includes<\/p>

                                                                                                                              1. A generalized plan for a lesson,<\/li>
                                                                                                                              2. Desired learner behavior in terms of goals of instruction<\/li>
                                                                                                                              3. Strategies are broad methods of teaching<\/li>
                                                                                                                              4. Both a & b<\/li><\/ol>

                                                                                                                                4). Teaching strategies are based on<\/p>

                                                                                                                                1. Based on classical human organization theory<\/li>
                                                                                                                                2. Based on modern human organization theory<\/li>
                                                                                                                                3. Nature of subject matter<\/li>
                                                                                                                                4. Macro approaches<\/li><\/ol>

                                                                                                                                  5). Which of the following is not the characteristic of non-formal discussion?<\/p>

                                                                                                                                  1. Scope of freedom is there<\/li>
                                                                                                                                  2. Verbal action-reaction takes place in a democratic manner<\/li>
                                                                                                                                  3. Pre-defined objectives<\/li>
                                                                                                                                  4. No set rule is to be followed<\/li><\/ol>

                                                                                                                                    6). A technique of exploring possible solutions wherein participants are encouraged to contribute suggestions without risk of ridicule is called as<\/p>

                                                                                                                                    1. Discussion<\/li>
                                                                                                                                    2. Brain storming<\/li>
                                                                                                                                    3. Collaborative strategy<\/li>
                                                                                                                                    4. Experiential learning<\/li><\/ol>

                                                                                                                                      7). Which one of the following emphasizes the importance of divergent thinking?<\/p>

                                                                                                                                      1. Brain storming<\/li>
                                                                                                                                      2. Collaborative strategy<\/li>
                                                                                                                                      3. Experiential learning<\/li>
                                                                                                                                      4. Deductive strategy<\/li><\/ol>

                                                                                                                                        8). Brain storming strategy was developed by<\/p>

                                                                                                                                        1. Osborn in 1963<\/li>
                                                                                                                                        2. Stone and Morris in 1972<\/li>
                                                                                                                                        3. D. Novak in the early 1980\u2019s<\/li>
                                                                                                                                        4. Frank T. Lyman (1981)<\/li><\/ol>

                                                                                                                                          9). _____________ Strategy proceed from general to specific<\/p>

                                                                                                                                          1. Inductive<\/li>
                                                                                                                                          2. Deductive<\/li>
                                                                                                                                          3. Both a & b<\/li>
                                                                                                                                          4. Demonstration<\/li><\/ol>

                                                                                                                                            10). _____________ Strategy proceed from specific to general<\/p>

                                                                                                                                            1. Inductive<\/li>
                                                                                                                                            2. Deductive<\/li>
                                                                                                                                            3. Both a & b<\/li>
                                                                                                                                            4. Demonstration<\/li><\/ol>

                                                                                                                                              11). Which is not true about deductive strategy?<\/p>

                                                                                                                                              1. It doesn\u2019t allow for divergent student thinking.<\/li>
                                                                                                                                              2. It also doesn\u2019t emphasize students reasoning and problem solving.<\/li>
                                                                                                                                              3. Deductive approach can not increase the creativities.<\/li>
                                                                                                                                              4. The teacher\u2019s role is to create the opportunities and the context in which students can successfully make the appropriate generalizations.<\/li><\/ol>

                                                                                                                                                12). Which is true about inductive approach?<\/p>

                                                                                                                                                1. Principles are explored by students<\/li>
                                                                                                                                                2. Most of the time students are passive listeners<\/li>
                                                                                                                                                3. Helpful for higher class<\/li>
                                                                                                                                                4. Inductive approach can not increase the creativity<\/li><\/ol>

                                                                                                                                                  13). Which one of the following is not the characteristic of brain storming?<\/p>

                                                                                                                                                  1. Spontaneity and rapid production of ideas<\/li>
                                                                                                                                                  2. Chain thinking<\/li>
                                                                                                                                                  3. No criticism<\/li>
                                                                                                                                                  4. Pre-defined set objectives<\/li><\/ol>

                                                                                                                                                    14). Who said that strategies are broad methods of teaching?<\/p>

                                                                                                                                                    1. Osborn<\/li>
                                                                                                                                                    2. Stone and Morris<\/li>
                                                                                                                                                    3. K. Davis<\/li>
                                                                                                                                                    4. D. Novak\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<\/li><\/ol>

                                                                                                                                                      Methods of teaching life sciences<\/strong><\/p>

                                                                                                                                                      15). Questions of relevance force us to<\/p>

                                                                                                                                                      1. to evaluate and test for truth and correctness.<\/li>
                                                                                                                                                      2. discriminate what does and what does not bear on a question.<\/li>
                                                                                                                                                      3. to give details and be specific.<\/li>
                                                                                                                                                      4. to examine our thinking for contradictions.<\/li><\/ol>

                                                                                                                                                        16). One of the best ways to prepare for Socratic Method is<\/p>

                                                                                                                                                        1. using the approach of developing prior questions<\/li>
                                                                                                                                                        2. Giving importance to thought and not to context<\/li>
                                                                                                                                                        3. Giving set questions to students before hand<\/li>
                                                                                                                                                        4. Involving dead questions in between<\/li><\/ol>

                                                                                                                                                          17). The questions which drive our thought underneath the surface of things, force us to deal with complexity are<\/p>

                                                                                                                                                          1. Deep questions<\/li>
                                                                                                                                                          2. Questions of information<\/li>
                                                                                                                                                          3. Questions of interpretation<\/li>
                                                                                                                                                          4. Questions of point of view<\/li><\/ol>

                                                                                                                                                            18). ____________\u00a0 is a style of presentation of content.<\/p>

                                                                                                                                                            1. Method<\/li>
                                                                                                                                                            2. Strategies<\/li>
                                                                                                                                                            3. Tectics<\/li>
                                                                                                                                                            4. Techniques<\/li><\/ol>

                                                                                                                                                              19). Teaching methods are based on<\/p>

                                                                                                                                                              1. Based on classical human organization theory<\/li>
                                                                                                                                                              2. Based on modern human organization theory<\/li>
                                                                                                                                                              3. Nature of subject matter<\/li>
                                                                                                                                                              4. Macro approaches<\/li><\/ol>

                                                                                                                                                                20). The main objective of a teaching method is<\/p>

                                                                                                                                                                1. Acquisition of objectives by using criterion referenced test<\/li>
                                                                                                                                                                2. Creating complete learning situation<\/li>
                                                                                                                                                                3. Impressive presentation resulting in mastery of content<\/li>
                                                                                                                                                                4. All of these<\/li><\/ol>

                                                                                                                                                                  21). Which is \/are true about teaching method?<\/p>

                                                                                                                                                                  1. Nature of subject matter decides the method<\/li>
                                                                                                                                                                  2. Teaching-learning objectives decides the method<\/li>
                                                                                                                                                                  3. New, related with science and technology of education<\/li>
                                                                                                                                                                  4. Both a & c<\/li><\/ol>

                                                                                                                                                                    22). The method involving hypothesis elimination is<\/p>

                                                                                                                                                                    1. Deductive method<\/li>
                                                                                                                                                                    2. Heuristic method<\/li>
                                                                                                                                                                    3. The Socratic method<\/li>
                                                                                                                                                                    4. Demonstration method<\/li><\/ol>

                                                                                                                                                                      23). The Socratic method involves two primary processes called as<\/p>

                                                                                                                                                                      1. Destructive and the constructive process<\/li>
                                                                                                                                                                      2. Inductive and deductive process<\/li>
                                                                                                                                                                      3. Questioning and answering<\/li>
                                                                                                                                                                      4. Brain storming and discussion<\/li><\/ol>

                                                                                                                                                                        24). Demonstration is<\/p>

                                                                                                                                                                        1. A description and explanation by experiment; so also logically to prove the truth<\/li>
                                                                                                                                                                        2. A practical display of a piece of equipment to show capabilities<\/li>
                                                                                                                                                                        3. It is a proof provided by logic, argument etc.<\/li>
                                                                                                                                                                        4. All of these<\/li><\/ol>

                                                                                                                                                                          25). Subject matter, questions to be asked and apparatus required for the experiment are important considered during<\/p>

                                                                                                                                                                          1. Planning and preparation<\/li>
                                                                                                                                                                          2. Introduction of the lesson<\/li>
                                                                                                                                                                          3. Black Board Summary<\/li>
                                                                                                                                                                          4. Supervision<\/li><\/ol>

                                                                                                                                                                            26). Common Error\/s in lecture cum demonstration Lesson is\/are<\/p>

                                                                                                                                                                            1. Black board summary not up to the mark<\/li>
                                                                                                                                                                            2. Teacher may take to talking too much which will mar the enthusiasm of the students.<\/li>
                                                                                                                                                                            3. Teacher may not have allowed sufficient time for recording of data.<\/li>
                                                                                                                                                                            4. All of these<\/li><\/ol>

                                                                                                                                                                              27). Which of the following is not a merit of Lecture cum Demonstration method?<\/p>

                                                                                                                                                                              1. It is an economical method<\/li>
                                                                                                                                                                              2. It is a psychological method and students take active interest in the teaching learning process<\/li>
                                                                                                                                                                              3. It can be successfully used for all types of students<\/li>
                                                                                                                                                                              4. It fails to develop laboratory skills in the students.<\/li><\/ol>

                                                                                                                                                                                28). Project method has been given by<\/p>

                                                                                                                                                                                1. John Dewey<\/li>
                                                                                                                                                                                2. William Kilpatrick<\/li>
                                                                                                                                                                                3. Sorenson<\/li>
                                                                                                                                                                                4. Stevenson<\/li><\/ol>

                                                                                                                                                                                  29). Who said \u2018project is a whole hearted activity proceeding in a social environment?\u2019<\/p>

                                                                                                                                                                                  1. Sorenson<\/li>
                                                                                                                                                                                  2. Stevenson<\/li>
                                                                                                                                                                                  3. John Dewey<\/li>
                                                                                                                                                                                  4. William Kilpatrick<\/li><\/ol>

                                                                                                                                                                                    30). Project involving many areas or subjects of study is<\/p>

                                                                                                                                                                                    1. Subject centred project<\/li>
                                                                                                                                                                                    2. Group project<\/li>
                                                                                                                                                                                    3. Integrated project<\/li>
                                                                                                                                                                                    4. Institutional project<\/li><\/ol>

                                                                                                                                                                                      31). Who advocated heuristic method?<\/p>

                                                                                                                                                                                      1. E. Armstrong<\/li>
                                                                                                                                                                                      2. Kilpatric<\/li>
                                                                                                                                                                                      3. Stevenson<\/li>
                                                                                                                                                                                      4. John Dewey<\/li><\/ol>

                                                                                                                                                                                        32). The word Heuristic has been derived from Greek word<\/p>

                                                                                                                                                                                        1. \u2018Heurisko\u2019 means discovery<\/li>
                                                                                                                                                                                        2. \u2018Heuricism\u2019 means discovery<\/li>
                                                                                                                                                                                        3. \u2018Heurisko\u2019 means knowledge<\/li>
                                                                                                                                                                                        4. Both a & b<\/li><\/ol>

                                                                                                                                                                                          33). One of the teaching method required freedom of action to students, responsive environment, guidance of teacher when and where required. The method in context is<\/p>

                                                                                                                                                                                          1. Lecture cum discussion<\/li>
                                                                                                                                                                                          2. Heuristic method<\/li>
                                                                                                                                                                                          3. Discussion method<\/li>
                                                                                                                                                                                          4. Lecture method<\/li><\/ol>

                                                                                                                                                                                            34). Which of the following is not a merit of heuristic method?<\/p>

                                                                                                                                                                                            1. Caters to individual differences<\/li>
                                                                                                                                                                                            2. Development of various skills<\/li>
                                                                                                                                                                                            3. Time consuming and Uneconomical<\/li>
                                                                                                                                                                                            4. Strong teacher student relationship<\/li><\/ol>

                                                                                                                                                                                              Approaches of teaching life sciences<\/strong><\/p>

                                                                                                                                                                                              35). In which process of experiential learning, the students are required to demonstrate the ability to generate learning in new situation or environment?<\/p>

                                                                                                                                                                                              1. The first process<\/li>
                                                                                                                                                                                              2. The second process<\/li>
                                                                                                                                                                                              3. The third process<\/li>
                                                                                                                                                                                              4. The fourth process<\/li><\/ol>

                                                                                                                                                                                                36). The use of concept maps as a teaching strategy was first developed by<\/p>

                                                                                                                                                                                                1. D. Novak in the early 1980\u2019s<\/li>
                                                                                                                                                                                                2. J. Novak in the early 1990\u2019s<\/li>
                                                                                                                                                                                                3. Graham Ausubal in 1980\u2019s<\/li>
                                                                                                                                                                                                4. Brown & Parker in 2009<\/li><\/ol>

                                                                                                                                                                                                  37). Super ordinate concepts are arranged at the<\/p>

                                                                                                                                                                                                  1. Top of the map<\/li>
                                                                                                                                                                                                  2. Middle of the map<\/li>
                                                                                                                                                                                                  3. Bottom of the map<\/li>
                                                                                                                                                                                                  4. Anywhere in the map<\/li><\/ol>

                                                                                                                                                                                                    38). _______________ consists of receiving knowledge of the outside world through our senses, or recording information using scientific tools and instruments.<\/p>

                                                                                                                                                                                                    1. Scientific observation<\/li>
                                                                                                                                                                                                    2. Scientific inquiry<\/li>
                                                                                                                                                                                                    3. Experiential learning<\/li>
                                                                                                                                                                                                    4. Scientific method<\/li><\/ol>

                                                                                                                                                                                                      39). In an example given below<\/p>

                                                                                                                                                                                                      Organism-Animal-Tiger-White tiger, the specific concept is<\/p>

                                                                                                                                                                                                      1. Organism<\/li>
                                                                                                                                                                                                      2. Animal<\/li>
                                                                                                                                                                                                      3. Tiger<\/li>
                                                                                                                                                                                                      4. White tiger<\/li><\/ol>

                                                                                                                                                                                                        40). In an example given below<\/p>

                                                                                                                                                                                                        Organism-Plants-Angiosperms-Mango, the plant is<\/p>

                                                                                                                                                                                                        1. Super-ordinate concept<\/li>
                                                                                                                                                                                                        2. Sub ordinate concept<\/li>
                                                                                                                                                                                                        3. Specific concept-1<\/li>
                                                                                                                                                                                                        4. Specific concept-2<\/li><\/ol>

                                                                                                                                                                                                          41). Sub ordinate concepts are arranged at the<\/p>

                                                                                                                                                                                                          1. Top of the map<\/li>
                                                                                                                                                                                                          2. Middle of the map<\/li>
                                                                                                                                                                                                          3. Bottom of the map<\/li>
                                                                                                                                                                                                          4. Anywhere in the map<\/li><\/ol>

                                                                                                                                                                                                            42). In ___________ , students learn to conduct an investigation and collect evidence from a variety of sources, develop an explanation from the data, and communicate and defend their conclusions.<\/p>

                                                                                                                                                                                                            1. Scientific observation<\/li>
                                                                                                                                                                                                            2. Scientific inquiry<\/li>
                                                                                                                                                                                                            3. Experiential learning<\/li>
                                                                                                                                                                                                            4. Scientific method<\/li><\/ol>

                                                                                                                                                                                                              43). Think-Pair-Share was developed by<\/p>

                                                                                                                                                                                                              1. D. Novak in the early 1980\u2019s<\/li>
                                                                                                                                                                                                              2. Frank T. Lyman (1981)<\/li>
                                                                                                                                                                                                              3. Robert Slavin’s<\/li>
                                                                                                                                                                                                              4. Timothy Hedeen<\/li><\/ol>

                                                                                                                                                                                                                44). Collaborative approach in which members of the home group are assigned the same material, but focus on separate portions of the material is<\/p>

                                                                                                                                                                                                                1. Jigsaw<\/li>
                                                                                                                                                                                                                2. Jigsaw II<\/li>
                                                                                                                                                                                                                3. Reverse Jigsaw<\/li>
                                                                                                                                                                                                                4. Jigsaw I<\/li><\/ol>

                                                                                                                                                                                                                  45). In the ________________technique, students in the expert groups teach the whole class rather than return to their home groups to teach the content.<\/p>

                                                                                                                                                                                                                  1. Jigsaw<\/li>
                                                                                                                                                                                                                  2. Jigsaw II<\/li>
                                                                                                                                                                                                                  3. Reverse Jigsaw<\/li>
                                                                                                                                                                                                                  4. Jigsaw I<\/li><\/ol>

                                                                                                                                                                                                                    46) .Positive interdependence means<\/p>

                                                                                                                                                                                                                    1. Each group member has a task\/role\/responsibility therefore must believe that they are responsible for their learning and that of their group<\/li>
                                                                                                                                                                                                                    2. Member promote each others success<\/li>
                                                                                                                                                                                                                    3. Each student is accountable for their learning and work<\/li>
                                                                                                                                                                                                                    4. All of these<\/li><\/ol>

                                                                                                                                                                                                                      47). Learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book is an example of<\/p>

                                                                                                                                                                                                                      1. Scientific observation<\/li>
                                                                                                                                                                                                                      2. Scientific inquiry<\/li>
                                                                                                                                                                                                                      3. Experiential learning<\/li>
                                                                                                                                                                                                                      4. Scientific method<\/li><\/ol>

                                                                                                                                                                                                                        48). The pre-requisite for experiential learning is\/are<\/p>

                                                                                                                                                                                                                        1. The learner must be willing to be actively involved in the experience<\/li>
                                                                                                                                                                                                                        2. The learner must be able to reflect on the experience<\/li>
                                                                                                                                                                                                                        3. The learner must possess and use analytical skills to conceptualize the experience<\/li>
                                                                                                                                                                                                                        4. All of these<\/li><\/ol>

                                                                                                                                                                                                                          49). Who developed the modern theory of experiential learning?<\/p>

                                                                                                                                                                                                                          1. David A. Kolb<\/li>
                                                                                                                                                                                                                          2. John Dewey<\/li>
                                                                                                                                                                                                                          3. Kurt Lewin<\/li>
                                                                                                                                                                                                                          4. Jean Piaget<\/li><\/ol><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
                                                                                                                                                                                                                            \n\t\t\t\t\t
                                                                                                                                                                                                                            \n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tMCQs on Curriculum construction in life sciences<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

                                                                                                                                                                                                                            1). The main stakeholders involved in curriculum construction should be<\/p>

                                                                                                                                                                                                                            1. Parents<\/li>
                                                                                                                                                                                                                            2. Teachers<\/li>
                                                                                                                                                                                                                            3. Students<\/li>
                                                                                                                                                                                                                            4. Government<\/li><\/ol>

                                                                                                                                                                                                                              2). Approaches of Curriculum Transaction is\/are<\/p>

                                                                                                                                                                                                                              1. Integrated<\/li>
                                                                                                                                                                                                                              2. Disciplinary<\/li>
                                                                                                                                                                                                                              3. Interdisciplinary<\/li>
                                                                                                                                                                                                                              4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                3). In statement curriculum is the tool in the hands of an artist to mould his material according to his ideals in his studio, material means<\/p>

                                                                                                                                                                                                                                1. Teacher<\/li>
                                                                                                                                                                                                                                2. Student<\/li>
                                                                                                                                                                                                                                3. Classroom<\/li>
                                                                                                                                                                                                                                4. Objective<\/li><\/ol>

                                                                                                                                                                                                                                  4). The 7th<\/sup> class curriculum in Punjab is developed by<\/p>

                                                                                                                                                                                                                                  1. DIETs<\/li>
                                                                                                                                                                                                                                  2. SCERT<\/li>
                                                                                                                                                                                                                                  3. NCERT<\/li>
                                                                                                                                                                                                                                  4. NCF, 2005<\/li><\/ol>

                                                                                                                                                                                                                                    5). Instead of focusing on learning in isolated curriculum areas, this approach is based on skill development around a particular theme that is relevant to students of a particular class.\u00a0 The approach\/s in reference is\/are<\/p>

                                                                                                                                                                                                                                    1. Integrated<\/li>
                                                                                                                                                                                                                                    2. Disciplinary<\/li>
                                                                                                                                                                                                                                    3. Interdisciplinary<\/li>
                                                                                                                                                                                                                                    4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                      6). Which approach encourages student to see the interconnectedness and interrelationships between the different curriculum areas?<\/p>

                                                                                                                                                                                                                                      1. Integrated<\/li>
                                                                                                                                                                                                                                      2. Disciplinary<\/li>
                                                                                                                                                                                                                                      3. Interdisciplinary<\/li>
                                                                                                                                                                                                                                      4. Topical approach<\/li><\/ol>

                                                                                                                                                                                                                                        7). The curriculum can be framed according to the needs, interests, attitudes, aptitude, intelligence and personality of the student.\u00a0 This is in accordance with<\/p>

                                                                                                                                                                                                                                        1. Principle of utility<\/li>
                                                                                                                                                                                                                                        2. Principle of community centeredness<\/li>
                                                                                                                                                                                                                                        3. Principle of need<\/li>
                                                                                                                                                                                                                                        4. Principle of child centeredness<\/li><\/ol>

                                                                                                                                                                                                                                          8). NCERT develops curriculum for<\/p>

                                                                                                                                                                                                                                          1. Class 1-IV<\/li>
                                                                                                                                                                                                                                          2. Class 1-VIII<\/li>
                                                                                                                                                                                                                                          3. Class IX-XII<\/li>
                                                                                                                                                                                                                                          4. All the classes<\/li><\/ol>

                                                                                                                                                                                                                                            9). Curriculum is<\/p>

                                                                                                                                                                                                                                            1. A course of study<\/li>
                                                                                                                                                                                                                                            2. A part of syllabus<\/li>
                                                                                                                                                                                                                                            3. Total education which an educand receive at a school<\/li>
                                                                                                                                                                                                                                            4. A part of co-curricular activities<\/li><\/ol>

                                                                                                                                                                                                                                              10). Curricular aims are derived from<\/p>

                                                                                                                                                                                                                                              1. Institutional philosophy<\/li>
                                                                                                                                                                                                                                              2. Society<\/li>
                                                                                                                                                                                                                                              3. NCERT<\/li>
                                                                                                                                                                                                                                              4. NCTE<\/li><\/ol>

                                                                                                                                                                                                                                                11). An outline of the topics of a subject to be covered in specific time is called<\/p>

                                                                                                                                                                                                                                                1. Curriculum<\/li>
                                                                                                                                                                                                                                                2. Course<\/li>
                                                                                                                                                                                                                                                3. Syllabus<\/li>
                                                                                                                                                                                                                                                4. Programme<\/li><\/ol>

                                                                                                                                                                                                                                                  12). Prime function\u00a0 of curriculum is<\/p>

                                                                                                                                                                                                                                                  1. Personal satisfaction<\/li>
                                                                                                                                                                                                                                                  2. Change in individual\u2019s behaviour<\/li>
                                                                                                                                                                                                                                                  3. Preparation for service<\/li>
                                                                                                                                                                                                                                                  4. Livelihood<\/li><\/ol>

                                                                                                                                                                                                                                                    13). Which of the following is not a principle of curriculum construction?<\/p>

                                                                                                                                                                                                                                                    1. Principle of Rigidity<\/li>
                                                                                                                                                                                                                                                    2. Principle of Balance<\/li>
                                                                                                                                                                                                                                                    3. Principle of Utility<\/li>
                                                                                                                                                                                                                                                    4. Principle of Correlation<\/li><\/ol>

                                                                                                                                                                                                                                                      14).The traditional approach of curriculum transaction is<\/p>

                                                                                                                                                                                                                                                      1. Integrated<\/li>
                                                                                                                                                                                                                                                      2. Disciplinary<\/li>
                                                                                                                                                                                                                                                      3. Interdisciplinary<\/li>
                                                                                                                                                                                                                                                      4. Spiral<\/li><\/ol>

                                                                                                                                                                                                                                                        15). The curriculum should provide different subjects, transactional strategies and learning experiences.\u00a0 This is in accordance with<\/p>

                                                                                                                                                                                                                                                        1. Principle of flexibility<\/li>
                                                                                                                                                                                                                                                        2. Principle of community centeredness<\/li>
                                                                                                                                                                                                                                                        3. Principle of uniformity and variety<\/li>
                                                                                                                                                                                                                                                        4. Principle of integration<\/li><\/ol>

                                                                                                                                                                                                                                                          16). According to principle of utility<\/p>

                                                                                                                                                                                                                                                          1. The curriculum should provide different subjects, transactional strategies and learning experiences.<\/li>
                                                                                                                                                                                                                                                          2. The curriculum can be revised according to the dynamic needs and demands of society, community and nation.<\/li>
                                                                                                                                                                                                                                                          3. The curriculum should develop children in to democratic and ideal citizens and help him\/her in living a wholesome and fulfilling life.<\/li>
                                                                                                                                                                                                                                                          4. The curriculum should take care of needs of urban, suburban and rural children.<\/li><\/ol>

                                                                                                                                                                                                                                                            17). General science curriculum in primary classes is based upon<\/p>

                                                                                                                                                                                                                                                            1. Integrated approach<\/li>
                                                                                                                                                                                                                                                            2. Disciplinary approach<\/li>
                                                                                                                                                                                                                                                            3. Interdisciplinary approach<\/li>
                                                                                                                                                                                                                                                            4. Topical approach<\/li><\/ol>

                                                                                                                                                                                                                                                              18). This approach is based on the premise that, the subject is a store house of facts, methods, theories, concepts & generalizations.\u00a0 The approach\/s in reference is\/are<\/p>

                                                                                                                                                                                                                                                              1. Integrated<\/li>
                                                                                                                                                                                                                                                              2. Disciplinary<\/li>
                                                                                                                                                                                                                                                              3. Interdisciplinary<\/li>
                                                                                                                                                                                                                                                              4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                19). In-depth conceptual knowledge, mastery of the subject matter and content based teaching are characteristics of<\/p>

                                                                                                                                                                                                                                                                1. Integrated<\/li>
                                                                                                                                                                                                                                                                2. Disciplinary<\/li>
                                                                                                                                                                                                                                                                3. Interdisciplinary<\/li>
                                                                                                                                                                                                                                                                4. None of these<\/li><\/ol>

                                                                                                                                                                                                                                                                  20). Institutions involved in curriculum constructions is\/are<\/p>

                                                                                                                                                                                                                                                                  1. NCERT<\/li>
                                                                                                                                                                                                                                                                  2. SCERT<\/li>
                                                                                                                                                                                                                                                                  3. MHRD<\/li>
                                                                                                                                                                                                                                                                  4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                    21). SCERT develops curriculum for<\/p>

                                                                                                                                                                                                                                                                    1. Class 1-IV<\/li>
                                                                                                                                                                                                                                                                    2. Class 1-VIII<\/li>
                                                                                                                                                                                                                                                                    3. Class IX-XII<\/li>
                                                                                                                                                                                                                                                                    4. All the classes<\/li><\/ol>

                                                                                                                                                                                                                                                                      22). The curriculum should take care of needs of urban, suburban and rural children. This is in accordance with<\/p>

                                                                                                                                                                                                                                                                      1. Principle of utility<\/li>
                                                                                                                                                                                                                                                                      2. Principle of community centeredness<\/li>
                                                                                                                                                                                                                                                                      3. Principle of need<\/li>
                                                                                                                                                                                                                                                                      4. Principle of child centeredness<\/li><\/ol>

                                                                                                                                                                                                                                                                        23). Which is not true about disciplinary approach?<\/p>

                                                                                                                                                                                                                                                                        1. Disciplinary approach is very time saving in terms of course completion.<\/li>
                                                                                                                                                                                                                                                                        2. There is less scope of socialization & social skills<\/li>
                                                                                                                                                                                                                                                                        3. It is chalk & talk based teaching<\/li>
                                                                                                                                                                                                                                                                        4. Encourages child-centred teaching involving Integration of skills with contents<\/li><\/ol>

                                                                                                                                                                                                                                                                          24). The curriculum can be revised according to the dynamic needs and demands of society, community and nation.\u00a0 This is in accordance with<\/p>

                                                                                                                                                                                                                                                                          1. Principle of elasticity and flexibility<\/li>
                                                                                                                                                                                                                                                                          2. Principle of community centeredness<\/li>
                                                                                                                                                                                                                                                                          3. Principle of uniformity and variety<\/li>
                                                                                                                                                                                                                                                                          4. Principle of integration<\/li><\/ol>

                                                                                                                                                                                                                                                                            25). The word curriculum has been derived from<\/p>

                                                                                                                                                                                                                                                                            1. Latin word Curricula which means course of study<\/li>
                                                                                                                                                                                                                                                                            2. Greek word Currere which means to run<\/li>
                                                                                                                                                                                                                                                                            3. Latin word Currere which means to run<\/li>
                                                                                                                                                                                                                                                                            4. Greek word Curricula which means course of study<\/li><\/ol>

                                                                                                                                                                                                                                                                              26). In India which approach is very popular in the higher secondary level.<\/p>

                                                                                                                                                                                                                                                                              1. Integrated<\/li>
                                                                                                                                                                                                                                                                              2. Disciplinary<\/li>
                                                                                                                                                                                                                                                                              3. Interdisciplinary<\/li>
                                                                                                                                                                                                                                                                              4. Multidisciplinary<\/li><\/ol>

                                                                                                                                                                                                                                                                                27). Which is not true about integrated approach?<\/p>

                                                                                                                                                                                                                                                                                1. Teacher acts as a mediator and use\u00a0 modern method\u00a0 for e.g. Inquiry method<\/li>
                                                                                                                                                                                                                                                                                2. Involves multi learning environment such as classroom, lab, outdoor, computer, internet etc.<\/li>
                                                                                                                                                                                                                                                                                3. It is chalk & talk based teaching where text book is main authority<\/li>
                                                                                                                                                                                                                                                                                4. Encourages child-centred teaching involving Integration of skills with contents<\/li><\/ol>

                                                                                                                                                                                                                                                                                  28). Who said that curriculum is the tool in the hands of an artist to mould his material according to his ideals in his studio.<\/p>

                                                                                                                                                                                                                                                                                  1. SEC, 1952<\/li>
                                                                                                                                                                                                                                                                                  2. K G Saiyidain<\/li>
                                                                                                                                                                                                                                                                                  3. Cunningham<\/li>
                                                                                                                                                                                                                                                                                  4. Arthur<\/li><\/ol>

                                                                                                                                                                                                                                                                                    29). In statement curriculum is the tool in the hands of an artist to mould his material according to his ideals in his studio, ideals means<\/p>

                                                                                                                                                                                                                                                                                    1. Teacher<\/li>
                                                                                                                                                                                                                                                                                    2. Student<\/li>
                                                                                                                                                                                                                                                                                    3. Classroom<\/li>
                                                                                                                                                                                                                                                                                    4. Objective<\/li><\/ol>

                                                                                                                                                                                                                                                                                      30). In statement curriculum is the tool in the hands of an artist to mould his material according to his ideals in his studio, studio means<\/p>

                                                                                                                                                                                                                                                                                      1. Society<\/li>
                                                                                                                                                                                                                                                                                      2. School<\/li>
                                                                                                                                                                                                                                                                                      3. Classroom<\/li>
                                                                                                                                                                                                                                                                                      4. World<\/li><\/ol><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
                                                                                                                                                                                                                                                                                        \n\t\t\t\t\t
                                                                                                                                                                                                                                                                                        \n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tMCQs on Learning resources in life sciences<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

                                                                                                                                                                                                                                                                                        1). A stylus is a<\/p>

                                                                                                                                                                                                                                                                                        1. Pointer used in IWB<\/li>
                                                                                                                                                                                                                                                                                        2. Pen used in IWB<\/li>
                                                                                                                                                                                                                                                                                        3. Software used in IWB<\/li>
                                                                                                                                                                                                                                                                                        4. Projective device in IWB<\/li><\/ol>

                                                                                                                                                                                                                                                                                          2). Science clubs work on principle of<\/p>

                                                                                                                                                                                                                                                                                          1. Learning by doing<\/li>
                                                                                                                                                                                                                                                                                          2. Learning by Interaction<\/li>
                                                                                                                                                                                                                                                                                          3. Learning by association<\/li>
                                                                                                                                                                                                                                                                                          4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                            3). Patron of science club should be<\/p>

                                                                                                                                                                                                                                                                                            1. Science teacher<\/li>
                                                                                                                                                                                                                                                                                            2. Head Master\/Principal<\/li>
                                                                                                                                                                                                                                                                                            3. DEO<\/li>
                                                                                                                                                                                                                                                                                            4. Captain of the school<\/li><\/ol>

                                                                                                                                                                                                                                                                                              4). The function of the sponsor of science club is<\/p>

                                                                                                                                                                                                                                                                                              1. To raise fund for activities<\/li>
                                                                                                                                                                                                                                                                                              2. He acts as advisor and assists in its smooth functioning<\/li>
                                                                                                                                                                                                                                                                                              3. Provides all kind of support and required facilities<\/li>
                                                                                                                                                                                                                                                                                              4. To conduct general body meeting<\/li><\/ol>

                                                                                                                                                                                                                                                                                                5). The general body of the science club constitutes<\/p>

                                                                                                                                                                                                                                                                                                1. Patron and sponsor<\/li>
                                                                                                                                                                                                                                                                                                2. Chairman, Secretary and treasurer<\/li>
                                                                                                                                                                                                                                                                                                3. PRO and CR<\/li>
                                                                                                                                                                                                                                                                                                4. All the members of the science club<\/li><\/ol>

                                                                                                                                                                                                                                                                                                  6). Which of the following is\/are not the members of executive body of the science club<\/p>

                                                                                                                                                                                                                                                                                                  1. Patron, sponsor and storekeeper<\/li>
                                                                                                                                                                                                                                                                                                  2. Chairman, Secretary and treasurer<\/li>
                                                                                                                                                                                                                                                                                                  3. PRO , Librarian and CR<\/li>
                                                                                                                                                                                                                                                                                                  4. Assistant secretary, storekeeper and PRO<\/li><\/ol>

                                                                                                                                                                                                                                                                                                    7). Which of the following should not be the activity of science club?<\/p>

                                                                                                                                                                                                                                                                                                    1. Celebrating World Environment Day<\/li>
                                                                                                                                                                                                                                                                                                    2. Arranging extension lectures<\/li>
                                                                                                                                                                                                                                                                                                    3. Holding PTA meetings<\/li>
                                                                                                                                                                                                                                                                                                    4. Publication of school science magazines<\/li><\/ol>

                                                                                                                                                                                                                                                                                                      8). Students of class 11th<\/sup> in your school want to visit forest to study flora and fauna. Which one is true in this case?<\/p>

                                                                                                                                                                                                                                                                                                      1. Science teacher should organize the visit<\/li>
                                                                                                                                                                                                                                                                                                      2. Principal should declare holiday and ask students to visit by their own<\/li>
                                                                                                                                                                                                                                                                                                      3. Science club should organize the visit during any working day<\/li>
                                                                                                                                                                                                                                                                                                      4. Science club should organize the visit during off hours\/holiday<\/li><\/ol>

                                                                                                                                                                                                                                                                                                        9). Whitehouse plan is for<\/p>

                                                                                                                                                                                                                                                                                                        1. Elementary classes<\/li>
                                                                                                                                                                                                                                                                                                        2. High school classes<\/li>
                                                                                                                                                                                                                                                                                                        3. Secondary classes<\/li>
                                                                                                                                                                                                                                                                                                        4. Senior secondary classes<\/li><\/ol>

                                                                                                                                                                                                                                                                                                          10). According to Whitehouse plan biology lab should have<\/p>

                                                                                                                                                                                                                                                                                                          1. Lecture area and demonstration area for 40 students<\/li>
                                                                                                                                                                                                                                                                                                          2. Lecture area and demonstration area for 20 students<\/li>
                                                                                                                                                                                                                                                                                                          3. Lecture area for 20 students only<\/li>
                                                                                                                                                                                                                                                                                                          4. Demonstration area for 40 students only<\/li><\/ol>

                                                                                                                                                                                                                                                                                                            11). The first step in the process of development of improvised apparatus is<\/p>

                                                                                                                                                                                                                                                                                                            1. Specification of objectives<\/li>
                                                                                                                                                                                                                                                                                                            2. Curriculum analysis<\/li>
                                                                                                                                                                                                                                                                                                            3. Pilot testing<\/li>
                                                                                                                                                                                                                                                                                                            4. Designing the apparatus<\/li><\/ol>

                                                                                                                                                                                                                                                                                                              12). Organization of life science lab do not\u00a0 include<\/p>

                                                                                                                                                                                                                                                                                                              1. Time table framing for lab hours<\/li>
                                                                                                                                                                                                                                                                                                              2. Notice board to display lab related information<\/li>
                                                                                                                                                                                                                                                                                                              3. Storage system without Indexing and retrieval<\/li>
                                                                                                                                                                                                                                                                                                              4. Ancillary staff<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                13). In stock registers folio number includes<\/p>

                                                                                                                                                                                                                                                                                                                1. Name of the commodity<\/li>
                                                                                                                                                                                                                                                                                                                2. Number of equipments<\/li>
                                                                                                                                                                                                                                                                                                                3. Total description of the equipments<\/li>
                                                                                                                                                                                                                                                                                                                4. Issue and receive status only<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                  14). Amul milk bottle being used as a reagent bottle in a lab is a example of<\/p>

                                                                                                                                                                                                                                                                                                                  1. Creativity<\/li>
                                                                                                                                                                                                                                                                                                                  2. Innovative apparatus<\/li>
                                                                                                                                                                                                                                                                                                                  3. Improvised apparatus<\/li>
                                                                                                                                                                                                                                                                                                                  4. Scarcity of lab facility<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                    15). Selection criteria for learning resources may include<\/p>

                                                                                                                                                                                                                                                                                                                    1. Curriculum fit,<\/li>
                                                                                                                                                                                                                                                                                                                    2. Social considerations,<\/li>
                                                                                                                                                                                                                                                                                                                    3. Age or developmental appropriateness<\/li>
                                                                                                                                                                                                                                                                                                                    4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                      16). Learning resource is representative of the many religious, ethnic, and cultural groups and their contributions to the heritage. This is in accordance with<\/p>

                                                                                                                                                                                                                                                                                                                      1. Curriculum fit,<\/li>
                                                                                                                                                                                                                                                                                                                      2. Social considerations,<\/li>
                                                                                                                                                                                                                                                                                                                      3. Age or developmental appropriateness<\/li>
                                                                                                                                                                                                                                                                                                                      4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                        17). Which is not true about science club?<\/p>

                                                                                                                                                                                                                                                                                                                        1. A science club is an out-of-school-hours club<\/li>
                                                                                                                                                                                                                                                                                                                        2. It offers children the chance to do science-related activities that extend and enhance the science they experience in the classroom.<\/li>
                                                                                                                                                                                                                                                                                                                        3. Worked on principle of learning by doing only<\/li>
                                                                                                                                                                                                                                                                                                                        4. Most clubs use the opportunity to explore areas of science not covered by the curriculum.<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                          18). Sponsor of science club should be<\/p>

                                                                                                                                                                                                                                                                                                                          1. School science teacher<\/li>
                                                                                                                                                                                                                                                                                                                          2. Head Master\/Principal<\/li>
                                                                                                                                                                                                                                                                                                                          3. DEO<\/li>
                                                                                                                                                                                                                                                                                                                          4. Captain of the school<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                            19). The function of the patron of science club is<\/p>

                                                                                                                                                                                                                                                                                                                            1. He acts as advisor and assists in its smooth functioning<\/li>
                                                                                                                                                                                                                                                                                                                            2. Provides all kind of support and required facilities<\/li>
                                                                                                                                                                                                                                                                                                                            3. To conduct general body meeting<\/li>
                                                                                                                                                                                                                                                                                                                            4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                              20). The executive body of the science club constitutes<\/p>

                                                                                                                                                                                                                                                                                                                              1. Patron and sponsor<\/li>
                                                                                                                                                                                                                                                                                                                              2. Chairman, Secretary and treasurer<\/li>
                                                                                                                                                                                                                                                                                                                              3. PRO , Patron and CR<\/li>
                                                                                                                                                                                                                                                                                                                              4. All the members of the science club<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                21). The work of PRO is<\/p>

                                                                                                                                                                                                                                                                                                                                1. To conduct meetings of the group<\/li>
                                                                                                                                                                                                                                                                                                                                2. To strengthen the relationships with outside community<\/li>
                                                                                                                                                                                                                                                                                                                                3. To settle the issues of general body<\/li>
                                                                                                                                                                                                                                                                                                                                4. T o encourage coordination among executive body<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                  22). In starting\/initiating a science club, the first step is<\/p>

                                                                                                                                                                                                                                                                                                                                  1. Formulating aims and objectives of club<\/li>
                                                                                                                                                                                                                                                                                                                                  2. Selecting patron and sponsor<\/li>
                                                                                                                                                                                                                                                                                                                                  3. Formation of temporary science club formation committee<\/li>
                                                                                                                                                                                                                                                                                                                                  4. Finalizing the name of club<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                    23). Which of the following should be the activity of science club?<\/p>

                                                                                                                                                                                                                                                                                                                                    1. Publication of school science magazines<\/li>
                                                                                                                                                                                                                                                                                                                                    2. Assisting school library with science books<\/li>
                                                                                                                                                                                                                                                                                                                                    3. Arranging extension lectures<\/li>
                                                                                                                                                                                                                                                                                                                                    4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                      24). To learn science is to do science and there is no other way of learning science. The statement was given by<\/p>

                                                                                                                                                                                                                                                                                                                                      1. Kothari commission in 1964-66<\/li>
                                                                                                                                                                                                                                                                                                                                      2. NCERT, 1961<\/li>
                                                                                                                                                                                                                                                                                                                                      3. NPE, 1986<\/li>
                                                                                                                                                                                                                                                                                                                                      4. SEC, 1962<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                        25). Self made low cost materials are also known as<\/p>

                                                                                                                                                                                                                                                                                                                                        1. Innovative apparatus<\/li>
                                                                                                                                                                                                                                                                                                                                        2. Improvised apparatus<\/li>
                                                                                                                                                                                                                                                                                                                                        3. Creative apparatus<\/li>
                                                                                                                                                                                                                                                                                                                                        4. Inventive apparatus<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                          26). Which of the following is not a characteristic of improvised apparatus?<\/p>

                                                                                                                                                                                                                                                                                                                                          1. Economic value<\/li>
                                                                                                                                                                                                                                                                                                                                          2. Durability<\/li>
                                                                                                                                                                                                                                                                                                                                          3. Social value<\/li>
                                                                                                                                                                                                                                                                                                                                          4. Develop self-confidence and self reliance<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                            27). Storage system in life science lab\u00a0 should have<\/p>

                                                                                                                                                                                                                                                                                                                                            1. Labeling & Accessibility only<\/li>
                                                                                                                                                                                                                                                                                                                                            2. Safety and ventilation only<\/li>
                                                                                                                                                                                                                                                                                                                                            3. Indexing and retrieval only<\/li>
                                                                                                                                                                                                                                                                                                                                            4. Labeling, accessibility, safety,\u00a0 indexing and retrieval<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                              28). Requisitioning and receipt of supplies is concerned with<\/p>

                                                                                                                                                                                                                                                                                                                                              1. Storing of lab material<\/li>
                                                                                                                                                                                                                                                                                                                                              2. Purchasing of material<\/li>
                                                                                                                                                                                                                                                                                                                                              3. Issuing and receiving<\/li>
                                                                                                                                                                                                                                                                                                                                              4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                29). Learning resource should enrich and support the curriculum, taking into consideration the varied interests, abilities, and maturity level of the users. The selection criteria here is<\/p>

                                                                                                                                                                                                                                                                                                                                                1. Curriculum fit,<\/li>
                                                                                                                                                                                                                                                                                                                                                2. Social considerations,<\/li>
                                                                                                                                                                                                                                                                                                                                                3. Age or developmental appropriateness<\/li>
                                                                                                                                                                                                                                                                                                                                                4. None of these<\/li><\/ol><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
                                                                                                                                                                                                                                                                                                                                                  \n\t\t\t\t\t
                                                                                                                                                                                                                                                                                                                                                  \n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tMCQs on Construction of assessment tools<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

                                                                                                                                                                                                                                                                                                                                                  1). A classroom test is<\/p>

                                                                                                                                                                                                                                                                                                                                                  1. Applicable for whole population (10th<\/sup> class under particular board)<\/li>
                                                                                                                                                                                                                                                                                                                                                  2. Prepared by teacher for students they have taught<\/li>
                                                                                                                                                                                                                                                                                                                                                  3. CBSE, PSEB exam of 12th<\/sup><\/li>
                                                                                                                                                                                                                                                                                                                                                  4. Has established form, norms, procedure, scoring<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                    2). Achievement test is prepared by<\/p>

                                                                                                                                                                                                                                                                                                                                                    1. Prepared by teacher for students they have taught<\/li>
                                                                                                                                                                                                                                                                                                                                                    2. Prepared by expert for large group of students<\/li>
                                                                                                                                                                                                                                                                                                                                                    3. A teacher without reliability and validity<\/li>
                                                                                                                                                                                                                                                                                                                                                    4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                      3). Board papers of 12th<\/sup> class in CBSE or PSEB are examples of<\/p>

                                                                                                                                                                                                                                                                                                                                                      1. Formative evaluation<\/li>
                                                                                                                                                                                                                                                                                                                                                      2. Classroom test<\/li>
                                                                                                                                                                                                                                                                                                                                                      3. Achievement test<\/li>
                                                                                                                                                                                                                                                                                                                                                      4. Both b & c<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                        4). Weightages in terms of domains, content area are given in<\/p>

                                                                                                                                                                                                                                                                                                                                                        1. Planning the test<\/li>
                                                                                                                                                                                                                                                                                                                                                        2. Preparation of blue print<\/li>
                                                                                                                                                                                                                                                                                                                                                        3. During the course of teaching<\/li>
                                                                                                                                                                                                                                                                                                                                                        4. While constructing the items<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                          5). Which is not true about MCQs?<\/p>

                                                                                                                                                                                                                                                                                                                                                          1. Extremely versatile-can measure the higher level mental processes (application, analysis, synthesis and evaluation)<\/li>
                                                                                                                                                                                                                                                                                                                                                          2. A compromise between a short answer\/essay and T\/F item<\/li>
                                                                                                                                                                                                                                                                                                                                                          3. Can cover a wide range of content can be sampled by one test<\/li>
                                                                                                                                                                                                                                                                                                                                                          4. Have 50-50 chance of guessing<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                            6). Essay\u00a0 type questions offer students an opportunity to demonstrate their abilities to<\/p>

                                                                                                                                                                                                                                                                                                                                                            1. Organize knowledge<\/li>
                                                                                                                                                                                                                                                                                                                                                            2. Express opinions<\/li>
                                                                                                                                                                                                                                                                                                                                                            3. Foster creativity<\/li>
                                                                                                                                                                                                                                                                                                                                                            4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                              7). A strong distractor is<\/p>

                                                                                                                                                                                                                                                                                                                                                              1. Interferes with incorrect answer<\/li>
                                                                                                                                                                                                                                                                                                                                                              2. Interferes with correct answer<\/li>
                                                                                                                                                                                                                                                                                                                                                              3. incorrect response given by maximum students<\/li>
                                                                                                                                                                                                                                                                                                                                                              4. Both b & c<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                8). An achievement test should have<\/p>

                                                                                                                                                                                                                                                                                                                                                                1. equal weightages to low and high difficulty level questions<\/li>
                                                                                                                                                                                                                                                                                                                                                                2. More weightage to high difficulty level questions<\/li>
                                                                                                                                                                                                                                                                                                                                                                3. More weightage to average difficulty level questions<\/li>
                                                                                                                                                                                                                                                                                                                                                                4. Both a &c<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                  9). In constructing MCQs, one or the below listed point should not be considered.<\/p>

                                                                                                                                                                                                                                                                                                                                                                  1. Response alternatives should not overlap<\/li>
                                                                                                                                                                                                                                                                                                                                                                  2. Avoid double negatives<\/li>
                                                                                                                                                                                                                                                                                                                                                                  3. Emphasize negative<\/strong> wording<\/li>
                                                                                                                                                                                                                                                                                                                                                                  4. Use none of these option<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                    10). Unit tests or monthly test are the examples of<\/p>

                                                                                                                                                                                                                                                                                                                                                                    1. Achievement tests<\/li>
                                                                                                                                                                                                                                                                                                                                                                    2. Classroom tests<\/li>
                                                                                                                                                                                                                                                                                                                                                                    3. Standardized tests<\/li>
                                                                                                                                                                                                                                                                                                                                                                    4. None of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                      11). Which is not true about an achievement test?<\/p>

                                                                                                                                                                                                                                                                                                                                                                      1. Measure what it wants to measure<\/li>
                                                                                                                                                                                                                                                                                                                                                                      2. Has personal, variable and interpretive errors<\/li>
                                                                                                                                                                                                                                                                                                                                                                      3. Will yield data that are stable, repeatable, and precise<\/li>
                                                                                                                                                                                                                                                                                                                                                                      4. Has established form, norms, procedure, scoring<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                        12). Which one is not the feature of a classroom test?<\/p>

                                                                                                                                                                                                                                                                                                                                                                        1. Normally used for formative assessments<\/li>
                                                                                                                                                                                                                                                                                                                                                                        2. High reliability and validity<\/li>
                                                                                                                                                                                                                                                                                                                                                                        3. Prepared for small number of students, a section\/class (10th<\/sup> A in a school)<\/li>
                                                                                                                                                                                                                                                                                                                                                                        4. Has personal, variable and interpretive errors<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                          13). Classroom test differs with achievement test as<\/p>

                                                                                                                                                                                                                                                                                                                                                                          1. No try out, direct administration is there<\/li>
                                                                                                                                                                                                                                                                                                                                                                          2. Normally used for formative assessments<\/li>
                                                                                                                                                                                                                                                                                                                                                                          3. Prepared for small number of students<\/li>
                                                                                                                                                                                                                                                                                                                                                                          4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                            14). Monthly tests, Unit tests are examples of<\/p>

                                                                                                                                                                                                                                                                                                                                                                            1. Summative evaluation<\/li>
                                                                                                                                                                                                                                                                                                                                                                            2. Classroom test<\/li>
                                                                                                                                                                                                                                                                                                                                                                            3. Achievement test<\/li>
                                                                                                                                                                                                                                                                                                                                                                            4. Both b & c<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                              15). In construction of an achievement test, construction of questions take place in<\/p>

                                                                                                                                                                                                                                                                                                                                                                              1. Planning the test<\/li>
                                                                                                                                                                                                                                                                                                                                                                              2. Preparation of blue print<\/li>
                                                                                                                                                                                                                                                                                                                                                                              3. During the course of teaching<\/li>
                                                                                                                                                                                                                                                                                                                                                                              4. None of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                16). Instructions for administration, scoring and evaluation are set up in<\/p>

                                                                                                                                                                                                                                                                                                                                                                                1. Preparation of blue print<\/li>
                                                                                                                                                                                                                                                                                                                                                                                2. After try outs<\/li>
                                                                                                                                                                                                                                                                                                                                                                                3. Planning the test<\/li>
                                                                                                                                                                                                                                                                                                                                                                                4. While constructing the items<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                  17). The objective type question can be<\/p>

                                                                                                                                                                                                                                                                                                                                                                                  1. Multiple-Choice Items<\/li>
                                                                                                                                                                                                                                                                                                                                                                                  2. True-False Items<\/li>
                                                                                                                                                                                                                                                                                                                                                                                  3. Matching Items<\/li>
                                                                                                                                                                                                                                                                                                                                                                                  4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                    18). __________ types of question are excellent format for measuring who, what, when, and where info.<\/p>

                                                                                                                                                                                                                                                                                                                                                                                    1. Multiple-Choice Items<\/li>
                                                                                                                                                                                                                                                                                                                                                                                    2. True-False Items<\/li>
                                                                                                                                                                                                                                                                                                                                                                                    3. Matching Items<\/li>
                                                                                                                                                                                                                                                                                                                                                                                    4. Short answer types<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                      19). Halo effect \u2013 good or bad student\u2019s previous level of performance is the disadvantage of<\/p>

                                                                                                                                                                                                                                                                                                                                                                                      1. Matching Items<\/li>
                                                                                                                                                                                                                                                                                                                                                                                      2. Short answer types<\/li>
                                                                                                                                                                                                                                                                                                                                                                                      3. Essay type questions<\/li>
                                                                                                                                                                                                                                                                                                                                                                                      4. Objective items<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                        20). Which one is not the characteristic of classroom test?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                        1. Normally used for summative assessments<\/li>
                                                                                                                                                                                                                                                                                                                                                                                        2. Normally used for formative assessments<\/li>
                                                                                                                                                                                                                                                                                                                                                                                        3. Has personal, variable and interpretive errors<\/li>
                                                                                                                                                                                                                                                                                                                                                                                        4. Prepared for small number of students, a section\/class<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                          21). Students views are valued in<\/p>

                                                                                                                                                                                                                                                                                                                                                                                          1. Pre try out<\/li>
                                                                                                                                                                                                                                                                                                                                                                                          2. Group try out<\/li>
                                                                                                                                                                                                                                                                                                                                                                                          3. Final try out<\/li>
                                                                                                                                                                                                                                                                                                                                                                                          4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                            22). In giving weightages to knowledge, understanding, application and skills highest weightage should be given to<\/p>

                                                                                                                                                                                                                                                                                                                                                                                            1. Knowledge<\/li>
                                                                                                                                                                                                                                                                                                                                                                                            2. understanding,<\/li>
                                                                                                                                                                                                                                                                                                                                                                                            3. application and skills<\/li>
                                                                                                                                                                                                                                                                                                                                                                                            4. depends upon the type of objectives formulated<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                              23). The entire syllabus can be covered through<\/p>

                                                                                                                                                                                                                                                                                                                                                                                              1. Subjective type test<\/li>
                                                                                                                                                                                                                                                                                                                                                                                              2. Objective tests<\/li>
                                                                                                                                                                                                                                                                                                                                                                                              3. Descriptive tests<\/li>
                                                                                                                                                                                                                                                                                                                                                                                              4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                24). Which one is not the characteristic of an achievement test?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                1. Normally used for summative assessments<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                2. Prepared by expert for all students<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                3. Have no reliability and validity<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                4. Have high reliability and validity<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                  25). True and false type of test items are best suited for<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                  1. Knowledge level learning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                  2. Understanding of misconceptions<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                  3. Small children<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                  4. Both a and b<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                    26). Which is not true about multiple choice questions?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                    1. These can measure the higher level mental processes<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                    2. These are a compromise between a short answer\/essay and T\/F item<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                    3. These can cover a small range of content only<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                    4. Difficult to construct plausible alternative responses<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                      27). Essay type questions Offer students an opportunity to demonstrate their abilities to<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                      1. Organize knowledge<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                      2. Express opinions<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                      3. Foster creativity<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                      4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                        28). While constructing True-False Items<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                        1. Avoid double negatives<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                        2. Avoid long or complex sentences<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                        3. Include only one central idea in each statement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                        4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                          \u00a0<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

                                                                                                                                                                                                                                                                                                                                                                                                          \n\t\t\t\t\t
                                                                                                                                                                                                                                                                                                                                                                                                          \n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tMCQs on Lesson planning in life sciences<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

                                                                                                                                                                                                                                                                                                                                                                                                          1). _________________is the blue print of those teaching activities that are to be done in the classroom<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                          1. Unit plan<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                          2. Lesson plan<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                          3. Concept map<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                          4. Mind map<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                            2). How many steps have been emphasized by Herbartian himself in lesson plan?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                            1. 4<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                            2. 5<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                            3. 6<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                            4. 7<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                              3). The demerit of Herbartian method is\/are<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                              1. Psychological method<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                              2. Organized teaching<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                              3. Use of inductive and deductive methods<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                              4. Useful in knowledge lesson only<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                4). In Herbartian approach, in _________ some questions are asked from the pupils in order to test their previous knowledge so that curiosity may arouse in them for learning of new knowledge.<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                  1. Preparation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                  2. Presentation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                  3. \u00a0Comparison and association<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                  4. Generalization<\/li><\/ol><\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                    5). The Herbartian approach is based upon<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                    1. Social approach to learning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                    2. Cognitive approach to learning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                    3. Constructivist approach to learning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                    4. Behaviorist approach to learning<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                      6). The 5 E Instructional Model has been given by<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                      1. Bybee, R.W. et al. (1989)<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                      2. Bybee, R.W. et al. (1998)<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                      3. Herbart in 19th<\/sup> century<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                      4. Followers of Herbart in 1980s<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                        7). Activity which gives students time to think and investigate\/test\/make decisions\/problem solve, and collect information is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                        1. Engagement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                        2. Elaboration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                        3. Exploration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                        4. Explanation<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                          8). The activity\/activities for engagement is\/ are<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                          1. Demonstration,<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                          2. Reading<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                          3. Brainstorming<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                          4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                            9). Activity which allows the teacher to assess student performance and\/or understandings of concepts, skills, processes, and applications is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                            1. Engagement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                            2. Evaluation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                            3. Explanation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                            4. Elaboration<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                              10). The role of teacher in explanation is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                              1. Encourages the students to work together without direct instruction from the teacher.<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                              2. Asks for justification (evidence) and clarification from students<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                              3. Observes and listens to the students as they interact.<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                              4. Asks probing questions to redirect the students\u2019 investigations when necessary.<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                11). Elaboration is not possible with<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                1. Problem Solving<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                2. Decision Making<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                3. Structured Questioning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                4. Experimental Inquiry<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                  12). The sequence of 5Es in 5E approach is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                  1. Engagement-Elaboration-Exploration-Explanation- -Evaluation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                  2. Engagement-Explanation-Exploration-Elaboration-Evaluation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                  3. Engagement-Exploration-Explanation-Elaboration-Evaluation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                  4. Exploration-Engagement-Explanation-Elaboration-Evaluation<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                    13). In 5E approach, recapitulation should include<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                    1. 3-4 questions only<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                    2. Description of content covered only<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                    3. Questions specific to objectives only<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                    4. Brief description of content covered and questions specific to objectives<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                      14).\u00a0In 5 E approach to lesson planning objectives should be<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                      1. General objectives<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                      2. Written in behavioral terms<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                      3. Have specific action verb<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                      4. Both b & c<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                        15). How many steps have been given by the disciples of Herbartian for his plan of teaching?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                        1. 4<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                        2. 5<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                        3. 6<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                        4. 7<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                          16). The original steps given by Herbartian do not include<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                          1. Clarity<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                          2. Association<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                          3. System<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                          4. Comparison<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                            17). The Herbartian 5 steps do not include<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                            1. Preparation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                            2. Presentation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                            3. Method<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                            4. Generalization<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                              18). One of the merits of Herbartian method is\/are<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                              1. Use of inductive and deductive methods<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                              2. Useful in knowledge lesson only<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                              3. Teacher more active<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                              4. Difficulty of correlation<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                19). In ___________ pupils are provided with opportunities to think. They formulate such principles and rules which may be used in various situations of the future life.<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                1. Comparison and association<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                2. Generalization<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                3. Recapitulation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                4. Home work<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                  20). The 5 E Instructional Model is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                  1. Constructnist approach to learning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                  2. Cognitive approach to learning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                  3. Constructivist approach to learning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                  4. Behaviorist approach to learning<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                    21). Activity which will focus student\u2019s attention on content, stimulate their thinking, and access prior knowledge is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                    1. Engagement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                    2. Elaboration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                    3. Exploration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                    4. Explanation<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                      22). To perform an investigation, read authentic resources to collect information, solve a problem<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                      Or construct a model can be suggested activities in<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                      1. Engagement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                      2. Elaboration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                      3. Exploration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                      4. Explanation<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                        23). Student\u2019s understanding is clarified and modified through a reflective activity in<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                        1. Engagement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                        2. Elaboration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                        3. Explanation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                        4. Evaluation<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                          24). In ___________ a teacher encourages the students to apply or extend the concepts and skills in new situations.<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                          1. Engagement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                          2. Exploration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                          3. Explanation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                          4. Elaboration<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                            25). One of the following is not the role of teacher in exploration<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                            1. Encourages the students to work together without direct instruction from the teacher.<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                            2. Asks for justification (evidence) and clarification from students<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                            3. Observes and listens to the students as they interact.\u00a0<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                            4. Asks probing questions to redirect the students\u2019 investigations when necessary.<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                              26). Which is not true about 5 E approach?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                              1. It says that learners build or construct new ideas on top of their old ideas.<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                              2. The 5 E’s can be used with students of all ages, including adults.<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                              3. It is based on Behaviorist approach to learning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                              4. Constructivist teaching asks students to work with their own data and learn to direct their own explorations.<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                27). The sequence of steps in Herbartian approach is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                1. PK testing-Presentation-Comparison and association-Generalization-Application<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                2. Introduction-Presentation-system-Generalization-Application<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                3. Preparation-Presentation-Comparison and association-Method-Application<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                4. Preparation-Presentation-Comparison and association-Generalization-Application<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                  28).\u00a0In 5E approach home work should have<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                  1. Oral questions<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                  2. Questions related to content covered only<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                  3. Assignments which can not be covered in class<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                  4. Relevancy and creativity<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                    \u00a0<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

                                                                                                                                                                                                                                                                                                                                                                                                                                                                    \n\t\t\t\t\t
                                                                                                                                                                                                                                                                                                                                                                                                                                                                    \n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tMCQs on Professional development of life science teacher <\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

                                                                                                                                                                                                                                                                                                                                                                                                                                                                    1). Which of the following is a challenge for life science teacher?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                    1. Teaching the value and intrinsic love of process<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                    2. Teaching students to understand the nature of science<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                    3. Making science interesting<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                    4. None of the above<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                      2). Which of the following are the limitations for a life science teacher?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                      1. Time Consuming Planning Requirements<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                      2. Cost Limitations<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                      3. Facilities Limitations<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                      4. All of the above<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                        3). Which of the following is\/are the major challenge\/s for a life science teacher in 21st<\/sup> Century?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                        1. The fast growing body of knowledge (subject)<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                        2. New pedagogical, philosophical and psychological theories in education<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                        3. Demands of dynamic society<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                        4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                          4). Discussions among work colleagues, independent reading and research, observations of a colleague\u2019s work are the examples of<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                          1. Formal way of professional development<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                          2. Informal way of professional development<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                          3. Both formal and informal way of professional development<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                          4. These are not the ways for professional development<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                            5). Professional development is needed for<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                            1. Inquiry into teaching and learning<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                            2. Integration of theory and practice in school settings<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                            3. For content and study material development<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                            4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                              6). \u2026\u2026\u2026\u2026\u2026\u2026\u2026 is all about attitude towards work i.e. the dedication.<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                              1. Professionalism<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                              2. Profession<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                              3. Teaching<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                              4. Loyalty<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                7). Professionalism is a bundle of following concepts\u00a0 except-<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                1. Motivation towards a particular goal<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                2. Less Accountability<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                3. Respect for people irrespective of rank, status and gender<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                4. Competent<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  8). Which of the following is not an obligation towards profession?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  1. Maintaining uncongenial atmosphere at work place<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  2. Respecting the Profession<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  3. To be open to professional growth<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  4. Contributing towards the growth of Profession<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    9). A suitable programme for professional development on ICT applications will be<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    1. Seminar<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    2. Workshop<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    3. Observation<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    4. Mentoring<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      10).\u00a0Which is not a formal professional development avenue?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      1. Workshops<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      2. Conferences<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      3. Independent reading and research<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      4. Symposiums<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        11). The major challenge for teacher educator is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        1. The learner<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        2. Dealing with Controversial Topics<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        3. Knowledge vs. Understanding<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        4. Time Consuming Planning Requirements<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          12).\u00a0The process of improving teachers skills and competencies needed to produce outstanding educational results for students<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          1. Achievement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          2. Professional development<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          3. Qualities of teacher<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          4. Teaching<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            13). The purpose of professional development is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            1. Build strong collaborative work cultures<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            2. Improve student achievement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            3. Increase faculty morale<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            4. All of the above<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              14).\u00a0In current scenario, the high level of need of professional development is in the area of<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              1. Classroom management<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              2. School management & administration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              3. Student counseling<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              4. Teaching special learning needs students<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                15).\u00a0The researches conclude that, the low level of need of professional development is in the area of<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                1. ICT teaching skills<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                2. School management & administration<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                3. Student discipline and behavior problems<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                4. Instructional practices<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  16). Professional development programmes should<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  1. enrich teachers\u2019 knowledge of the subjects being taught<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  2. generate and contribute new knowledge to the profession<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  3. keep up with developments in the individual fields, and in education generally<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    17). Which of the following is an informal way of professional development?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    1. Keeping a reflection log or journal<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    2. Online courses<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    3. Workshops<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    4. Symposiums<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      18). Which of the following is\/are helpful for the professional development of life science teacher?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      1. To attend conferences<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      2. To go through professional literature<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      3. To conduct workshop<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      4. All of the above<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        19). Teachers\u2019 professional development will be helpful<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        1. For teacher himself<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        2. For students<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        3. For school<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        4. All of the above<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          20). Focus of science teaching should not be<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          1. Learning to live together<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          2. Learning to be<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          3. Learning to cram<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          4. Learning to do<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            21). The process of improving teachers skills and competencies needed to produce outstanding educational results for students<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            1. Achievement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            2. Professional development<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            3. Qualities of teacher<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            4. Teaching<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              22). The purpose of professional development is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              1. Build strong collaborative work cultures<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              2. Improve student achievement<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              3. Increase faculty morale<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              4. All of the above<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                23). A science teacher should be<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                1. Leader<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                2. Member of professional community<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                3. Source and facilitator of change<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                4. All of the above<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  24). Which of the following is\/are the general challenge\/s for a life science teacher in 21st<\/sup> Century?<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  1. Cost Limitations<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  2. Class Time Constraints<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  3. Facilities Limitations<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  4. All of these<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    25). Reading journals, evidence-based papers, thesis papers is a type of<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    1. Formal professional development<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    2. Informal professional development<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    3. Symposium<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    4. Workshop<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      26). A conference or meeting to discuss a particular subject is called as<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      1. Conference<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      2. Workshop<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      3. Symposium<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      4. Seminar<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        27). For training in ICT applications, Lesson Planning, Methods, strategies and approaches of teaching etc. the best professional program is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        1. Conference<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        2. Workshop<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        3. Mentoring and coaching<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        4. Observation visit<\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          28). For teachers to discuss their research results and education problems the suitable program is<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          1. Educational Conference and seminar<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          2. Workshop<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          3. Reading literature<\/li>
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          4. Observation visit<\/li><\/ol><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            \n\t\t\t\t\t
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            \n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tAnswers<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            1.Foundations of life sciences<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            1. D.\u00a0 \u00a02. B\u00a0 \u00a03. A\u00a0 \u00a04. B\u00a0 \u00a05. A\u00a0 \u00a06.C\u00a0 \u00a0 7.B\u00a0 \u00a0 8 .B\u00a0 \u00a0 \u00a09. A\u00a0 \u00a0 10. C\u00a0 \u00a0 \u00a011.C\u00a0 \u00a0 12. B 13. A\u00a0 \u00a0 14.D\u00a0 \u00a0 15. D\u00a0 \u00a0 \u00a016. A\u00a0 \u00a0 \u00a017. C\u00a0 \u00a0 \u00a018.C\u00a0 \u00a0 \u00a0 19. C\u00a0 \u00a0 \u00a0 20. B\u00a0 \u00a0 \u00a0 21. C\u00a0 \u00a0 22. A\u00a0 \u00a0 \u00a023.A\u00a0 \u00a0 \u00a024.B\u00a0 \u00a0 \u00a025.B\u00a0 \u00a0 \u00a026.C\u00a0 \u00a0 \u00a027.D\u00a0 \u00a0 \u00a0 \u00a0 28.B<\/p><\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              2. Aims and objectives of teaching life sciences<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              1. B\u00a0 \u00a0 \u00a02. B\u00a0 \u00a0 \u00a0 \u00a0 \u00a03.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a0 \u00a04. B\u00a0 \u00a0 \u00a0 5.\u00a0 A\u00a0 \u00a0 \u00a0 6.\u00a0 \u00a0C\u00a0 \u00a0 \u00a0 7.\u00a0 A\u00a0 \u00a0 \u00a0 8.\u00a0 \u00a0 D\u00a0 \u00a0 \u00a0 \u00a0 9.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 10.\u00a0 B\u00a0 \u00a0 \u00a011.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a0 12.\u00a0 D\u00a0 \u00a0 \u00a013.\u00a0 \u00a0B\u00a0 \u00a0 \u00a0 14.\u00a0 \u00a0 A\u00a0 \u00a0 \u00a0 15. B\u00a0 \u00a0 \u00a0 \u00a0 16.\u00a0 \u00a0B\u00a0 \u00a0 \u00a0 \u00a017.\u00a0 \u00a0D\u00a0 \u00a0 \u00a0 \u00a0 \u00a018.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a0 19.\u00a0 \u00a0C\u00a0 \u00a0 \u00a0 20. A\u00a0 \u00a0 \u00a0 \u00a0 21.\u00a0 \u00a0B\u00a0 \u00a0 22. C\u00a0 \u00a0 \u00a0 \u00a0 23. C\u00a0 \u00a0 \u00a0 \u00a0 24.\u00a0 C\u00a0 \u00a0 \u00a0 25.\u00a0 \u00a0B\u00a0 \u00a0 \u00a0 26. A\u00a0 \u00a0 \u00a0 27. A\u00a0 \u00a0 28. B\u00a0 \u00a0 29 .A\u00a0 \u00a0 30. C\u00a0 \u00a0<\/p><\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                3. Writing instructional objectives<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                1. \u00a0C\u00a0 \u00a0 2.\u00a0 \u00a0D\u00a0 \u00a0 \u00a0 \u00a0 3.\u00a0 \u00a0A\u00a0 \u00a0 \u00a0 \u00a0 4.\u00a0 \u00a0C\u00a0 \u00a0 5.\u00a0 \u00a0B\u00a0 \u00a0 \u00a06.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a07.\u00a0 \u00a0 A\u00a0 \u00a0 8.\u00a0 \u00a0 \u00a0C\u00a0 \u00a0 \u00a0 \u00a09. B\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a010 . C\u00a0 \u00a0 \u00a0 11. B\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 12.\u00a0 B\u00a0 \u00a0 \u00a013.\u00a0 \u00a0C\u00a0 \u00a0 \u00a0 14. A\u00a0 \u00a0 \u00a0 \u00a0 \u00a015. C\u00a0 \u00a0 \u00a0 \u00a0 16.A\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 17. C\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a018. B\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 19. B\u00a0 \u00a0 \u00a0 \u00a0 20.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a0 21. C\u00a0 \u00a0 \u00a0 \u00a022. B\u00a0 \u00a0 \u00a0 \u00a0 23. C\u00a0 \u00a0 \u00a0 \u00a0 24.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a025. B\u00a0 \u00a0 \u00a0 \u00a026. A\u00a0 \u00a0 \u00a0 \u00a0 27.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a028. D\u00a0 \u00a0 \u00a029. B<\/p><\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  4. Strategies, Methods & Approaches of teaching life sciences<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  Strategies of teaching life sciences: 1.\u00a0 D\u00a0 \u00a0 \u00a02.\u00a0 \u00a0 \u00a0B\u00a0 \u00a0 \u00a0 3.\u00a0 \u00a0 \u00a0D\u00a0 \u00a0 \u00a0 4.\u00a0 B\u00a0 \u00a0 \u00a05.\u00a0 \u00a0C\u00a0 \u00a0 \u00a06.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a07. A\u00a0 \u00a0 \u00a0 \u00a08.\u00a0 A\u00a0 \u00a0 9.\u00a0 B\u00a0 \u00a0 0 . A\u00a0 \u00a0 \u00a0 11. D\u00a0 \u00a0 \u00a02.\u00a0 \u00a0A\u00a0 \u00a0 \u00a0 13.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a014.\u00a0 \u00a0C\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Methods of teaching life sciences:\u00a0 \u00a015.\u00a0 \u00a0B\u00a0 \u00a0 \u00a0 16.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a0 17.\u00a0 \u00a0 \u00a0A\u00a0 \u00a0 \u00a0 \u00a018.\u00a0 \u00a0A\u00a0 \u00a0 19.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a020.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a021. A\u00a0 \u00a0 \u00a0 22.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a023.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a024.\u00a0 D \u00a0 \u00a0 25.\u00a0 \u00a0A\u00a0 \u00a026.\u00a0 \u00a0D\u00a0 \u00a0 27.\u00a0 D\u00a0 \u00a028.\u00a0 B \u00a0 29. D\u00a0 \u00a0 30. C\u00a0 \u00a031.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a032. A\u00a0 \u00a0 33. B\u00a0 \u00a034.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Approaches of teaching life sciences:\u00a0 35.\u00a0 D\u00a0 \u00a036.\u00a0 A\u00a0 37. A\u00a0 \u00a038.\u00a0 A\u00a0 \u00a0 \u00a039. D\u00a0 \u00a0 \u00a0 \u00a0 40.\u00a0 B\u00a0 \u00a0 41.\u00a0 C\u00a0 \u00a0 \u00a042. B\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 43.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a0 44.\u00a0 \u00a0B\u00a0 \u00a0 \u00a045.\u00a0 C\u00a0 \u00a0 \u00a0 46 .A\u00a0 \u00a0 47. C\u00a0 \u00a0 \u00a0 \u00a0 \u00a048.\u00a0 D\u00a0 \u00a0 \u00a049.\u00a0 \u00a0A\u00a0\u00a0<\/span><\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  5. Curriculum construction in life sciences<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  1. C\u00a0 \u00a0 \u00a02.\u00a0 \u00a0D\u00a0 \u00a0 \u00a0 \u00a0 3.\u00a0 \u00a0 B\u00a0 \u00a0 \u00a0 \u00a04.\u00a0 \u00a0B\u00a0 \u00a0 5.\u00a0 A\u00a0 \u00a0 \u00a0 6.\u00a0 \u00a0 A\u00a0 \u00a0 \u00a07.\u00a0 \u00a0 D\u00a0 \u00a0 8. C\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a09.\u00a0 \u00a0 C\u00a0 \u00a0 \u00a0 \u00a0 10. B\u00a0 \u00a0 11. C\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 12.\u00a0 B\u00a0 \u00a0 \u00a013.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a014.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a0 15.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a016.\u00a0 \u00a0 C\u00a0 \u00a0 \u00a0 17.\u00a0 \u00a0A\u00a0 \u00a0 \u00a0 \u00a0 \u00a018.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a0 19.\u00a0 \u00a0 \u00a0B\u00a0 \u00a0 20. D\u00a0 \u00a0 \u00a0 \u00a0 21. B\u00a0 \u00a0 \u00a0 22.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a023.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a024.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a025.\u00a0 C\u00a0 \u00a0 \u00a026. B\u00a0 \u00a0 \u00a0 \u00a027.C\u00a0 \u00a0 \u00a0 \u00a028. C\u00a0 \u00a0 \u00a029. D\u00a0 \u00a0 \u00a030.C<\/p><\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    6. Learning resources in life sciences<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    1. \u00a0B\u00a0 \u00a0 2.\u00a0 \u00a0 \u00a0D\u00a0 \u00a0 \u00a0 3.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a0 \u00a04.\u00a0 \u00a0B\u00a0 \u00a0 5.\u00a0 \u00a0D\u00a0 \u00a0 \u00a06.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a07.\u00a0 C\u00a0 \u00a0 \u00a0 8.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 9.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 10.B\u00a0 \u00a0 \u00a0 \u00a0 11 . B\u00a0 \u00a0 \u00a012. C\u00a0 \u00a0 \u00a0 13.\u00a0 \u00a0C\u00a0 \u00a0 \u00a0 14.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a0 15.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a016.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a0 17. C\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a018.\u00a0 \u00a0A\u00a0 \u00a0 \u00a0 \u00a019.\u00a0 \u00a0B\u00a0 \u00a0 \u00a0 20.\u00a0 \u00a0 \u00a0B\u00a0 \u00a0 21.\u00a0 B\u00a0 \u00a0 \u00a022.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a023.\u00a0 \u00a0D\u00a0 \u00a0 \u00a0 24.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a025. B\u00a0 26. B\u00a0 \u00a0 27.\u00a0 D\u00a0 \u00a0 28.\u00a0 B\u00a0 \u00a029. C\u00a0<\/p><\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      7. Construction of assessment tools<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      1. B\u00a0 \u00a0 \u00a02.\u00a0 \u00a0 B\u00a0 \u00a0 \u00a0 \u00a03.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a0 \u00a04.\u00a0 \u00a0A\u00a0 \u00a0 5.\u00a0 \u00a0 D\u00a0 \u00a0 6. D\u00a0 \u00a0 \u00a0 \u00a0 7.\u00a0 D\u00a0 \u00a0 \u00a0 8.\u00a0 C\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 9.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 10.B\u00a0 \u00a0 \u00a0 \u00a0 11. B\u00a0 \u00a0 \u00a012.\u00a0 B\u00a0 \u00a0 \u00a013. D\u00a0 \u00a0 \u00a0 \u00a0 14.B\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 15. D\u00a0 \u00a0 \u00a0 \u00a0 16.C\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 17. D\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a018.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a0 19. C\u00a0 \u00a0 \u00a0 \u00a0 20.\u00a0 \u00a0A\u00a0 \u00a0 \u00a0 21. B\u00a0 \u00a0 \u00a0 \u00a022.D\u00a0 \u00a0 \u00a0 \u00a0 \u00a023. D\u00a0 \u00a0 \u00a0 \u00a0 24. D\u00a0 \u00a0 \u00a0 \u00a0 25. D\u00a0 \u00a026. C\u00a0 \u00a0 \u00a027.D\u00a0 \u00a0 \u00a028. D<\/p><\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        8. Lesson planning in life sciences<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        1. \u00a0 \u00a0B\u00a0 2.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a0 \u00a03.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a0 \u00a04.\u00a0 A\u00a0 \u00a0 \u00a05.\u00a0 D\u00a0 \u00a0 \u00a0 6.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a07.\u00a0 C\u00a0 \u00a0 \u00a0 8.\u00a0 \u00a0D\u00a0 \u00a0 \u00a0 \u00a0 \u00a09. B\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a010 . B\u00a0 \u00a0 \u00a011.C\u00a0 \u00a0 \u00a0 \u00a0 \u00a012.\u00a0 C\u00a0 \u00a0 \u00a013.\u00a0 \u00a0D\u00a0 \u00a0 \u00a0 14.\u00a0 \u00a0 D\u00a0 \u00a0 \u00a0 15. B\u00a0 \u00a0 \u00a0 \u00a0 16. D\u00a0 \u00a0 \u00a0 \u00a0 \u00a017.\u00a0 \u00a0 C\u00a0 \u00a0 \u00a0 \u00a0 18.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a0 19.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a020.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a021.\u00a0 A\u00a0 \u00a0 \u00a022. C\u00a0 \u00a0 \u00a0 \u00a0 23.\u00a0 \u00a0C\u00a0 \u00a0 \u00a0 24. D\u00a0 \u00a0 \u00a0 \u00a0 25.\u00a0 B\u00a0 \u00a0 \u00a026. C\u00a0 \u00a0 \u00a027.\u00a0 \u00a0D\u00a0 \u00a0 \u00a0 \u00a028.D<\/p><\/li><\/ol>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          9. Professional development of life science teacher<\/p>

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          1. A\u00a0 \u00a0 \u00a02.\u00a0 \u00a0 D\u00a0 \u00a0 \u00a0 \u00a03.\u00a0 \u00a0 D\u00a0 \u00a0 \u00a0 \u00a04.\u00a0 B\u00a0 \u00a0 \u00a05.\u00a0 D\u00a0 \u00a0 \u00a0 6.\u00a0 A\u00a0 \u00a0 \u00a0 \u00a07.\u00a0 \u00a0B\u00a0 \u00a0 \u00a08.\u00a0 \u00a0A\u00a0 \u00a0 \u00a0 \u00a0 \u00a09. B\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 10. C\u00a0 \u00a0 \u00a0 11.A\u00a0 \u00a0 \u00a012. B\u00a0 \u00a0 \u00a0 13. D\u00a0 \u00a0 \u00a0 \u00a0 14.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a0 15.\u00a0 B\u00a0 \u00a0 \u00a0 \u00a016.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a0 17. A\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a018.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a0 19.\u00a0 \u00a0D\u00a0 \u00a0 \u00a0 20.\u00a0 \u00a0C\u00a0 \u00a0 \u00a0 21. B\u00a0 \u00a0 \u00a0 22. D\u00a0 \u00a0 \u00a0 \u00a0 23. D\u00a0 \u00a0 \u00a0 \u00a0 24.\u00a0 D\u00a0 \u00a0 \u00a0 \u00a025. B\u00a0 26.\u00a0 \u00a0C\u00a0 \u00a027.\u00a0 B\u00a0 28. A\u00a0 \u00a0<\/p><\/li><\/ol><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            Teaching-Learning Process in Life Sciences MCQs on foundations of Life Sciences Science is a A. Body of knowledge B. Way […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"","ast-site-content-layout":"full-width-container","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"disabled","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"disabled","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-1534","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/aacharyasbes.com\/index.php\/wp-json\/wp\/v2\/pages\/1534","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/aacharyasbes.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/aacharyasbes.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/aacharyasbes.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/aacharyasbes.com\/index.php\/wp-json\/wp\/v2\/comments?post=1534"}],"version-history":[{"count":116,"href":"https:\/\/aacharyasbes.com\/index.php\/wp-json\/wp\/v2\/pages\/1534\/revisions"}],"predecessor-version":[{"id":4789,"href":"https:\/\/aacharyasbes.com\/index.php\/wp-json\/wp\/v2\/pages\/1534\/revisions\/4789"}],"wp:attachment":[{"href":"https:\/\/aacharyasbes.com\/index.php\/wp-json\/wp\/v2\/media?parent=1534"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}