CTET December – 2019:

  1. Not true with respect to the nature of science – Science is equivalent to a set of facts
    1. Science promotes skepticism.
    2. Science is an interdisciplinary area of learning,
    3. Science is always tentative
  2. As per NCF,2005 good science education must be true to the child
  3. The following which validates good science education curriculum is satisfied by activity and experiment
    1. process
  4. Anu took her class 8 students to field trips. The most appropriate objectives for this activity
    1. It encourages interaction among children.
    2. It promotes process skills through concrete experiences.
    3. It enhances observation skills among the children.
  5. Not to be an objective of science education at the upper primary level – emphasizing the textbook definition of concepts.
  6. To enhance critical thinking among children – asking children to discuss among themselves in groups followed by sharing in large groups.
  7. A teacher begins the class by demonstrating the chemical test of starch in a given sample of food. The cognitive process associated with the underlined word in the above statement is understanding
  8. Does not provide active learning among children – listening to a lecture in class
  9. The following used for finding the learning gaps of learners in science. – term end achievement test
  10. The tools used based on the technique of observation – anectodal record.

CTET June-2019:

  1. Not true about the nature of science –  science is static in nature other true statements include
    1. Science is always tentative
    2. Science promotes skepticism
    3. Science is a process of constructing knowledge.
  2. The following is developed by science Equity, scientific attitude, and scientific temper.
  3. The role of a science teacher should be to provide a rich variety of learning resources to learners
    1. encourage all learners to frame questions of high cognitive abilities.
  4. As per NCF-2005, good science education should be
    1. True to the learner
    2. True to the environment of the learner
    3. True to science.
  5. Conducting a survey on awareness about sources of air pollution in learners’ localities. The cognitive process associated with the above learning objective –Creating
  6. The most appropriate for involving learners in the teaching-learning of science – working on engaging the learners first.
  7. The following strategy meaningful clarification on the concept of reflection of light can be given observing the reflection of light on white paper screens by the learners and drawing conclusions.
  8. Field visits are important in science 
    1. To provide hands on learning experience
  9. The tool used for learner-centered assessment
    1. portfolio
    2. concept mapping
    3. Journal writing
  10. Assessment as learning in science – self-assessment.

CTET December-2018:

  1. Formative assessment important in science –
    1. it is diagnostic in nature
  2. Science fairs are organized in schools –
    1. to nurture creativity and experimentation in science among students.
  3. As a teacher, the most appropriate for a scientific approach to teaching
    1. ask the students to perform activities related to the concept.
  4. According to NCF-2005 good science education is true to life. This means 
    1. science should prepare the child to the world of work.
  5. Not a quality of scientific attitude – hard work
    1. But the Qualities includes  –
      1. open-mindedness
      2. curiosity to learn more
      3. objectivity in approach to problems.
  6. The continuous and comprehensive evaluation in science means routine activities and exercise to assess learning.
  7. Hari wants to teach the circular motion to class 6 students. The best method is activity-based teaching.
  8. Not a step in problem solving approach – Observing the situation,
    1. other steps include
      1. Visualising the situation
      2. Attempt to solve, 
      3. Drawing a conclusion.
  9. An important aim of learning science
    1. to imbibe the values of honesty,Integrity and cooperation among learners.
  10. A step of analogy strategy in science
    1. Map similarities

CTET September-2016:

  1. Not the purpose of conducting practicals/experimental activities in science they help in scoring high grades.
    1. But the real activities include
      1. they enhance understanding of science ideas.
      2. they provide an opportunity for problem-solving.
  2. A few small wax pieces are fixed at nearly equal distances on a flat strip of aluminum. One end of the strip is clamped to a stand and another end is heated – 
    1. wax pieces begin to fall one by one in the order of their increasing distance from flame – Observation.
    2. Aluminum strip transfers heat from the end nearest to the flame to another end – Inference.
  3. ” 2 identical cubes of ice one crushed melts faster than others which is not crushed. What could be the reason?” – Hypothesizing
    1. It promotes the process of hypothesizing as a skill
    2. However, it’s not experimentation, observation and controlling variables.
  4. A leaf is put in a test tube and spirit is poured over it. then the test tube put in a beaker half-filled with water and heated till the leaf is dis-colored.
    1. The leaf is then taken out and a few drops of iodine are put on it. The leaf turns blue-black -in color. The teacher gives some questions for  assessment of various indicators for learning
    2. To assess analysis – the question is can this test be done without removing chlorophyll?
  5. Class 6 students to figure out that the property of solubility of salt in water can be used to separate a mixture of sand and salt. As a supporter of inquiry-oriented pedagogy, you would
    1. provide the mixture of sand and salt to students, ask them to think up different ways of separation and help them in trying out their ideas.
  6. The relationship between science and technology Science is a broader endeavor while technology is goal-oriented and often locale-specific.
  7. A bicycle is moving on a straight road at a constant speed. the wheels of the cycles exhibit circular, translational and periodic motion.
  8. A teacher of class 8 demonstrates the following activity
    1. “The teacher takes a small amount of sulfur in a spoon and burns it. She then puts the spoon into a tumbler with a lid to ensure that the gas produced does not escape. After a few minutes, she adds water to the tumbler”
      1. What happens if blue and red litmus papers are put into the tumbler? – Blue litmus turns red under acidic conditions.
      2. In the above-demonstrated activity, which substance is formed when sulfur dioxide is dissolved in water? Sulfurous acid.
      3. The skills that can be promoted through the above activity -observation, classification, and inference.
  9. A science teacher asks her students to put 2 drops each of oil and sugar solution on a flat surface. she then asks them to tilt the surface and observe the order in which the drops reach the bottom.
    1. The property of liquid which the teacher tries to bring to the attention of students is the viscosity.
  10. Many of class 6 students believe that raw materials for plant growth come only from the soil. The most appropriate strategy to counter this idea,
    1. Provide the students with a money plant in water and asks them to observe its growth and make an inference.
  11. The criterion of process validity of science curriculum requires that,
    1. learners should be engaged in processes that lead to generation of scientific knowledge.

CTET February-2016:

  1. Class 7 teacher takes students to field trips. The following are the objectives.
    1. It provides concrete experience to the students
    2. She can give them assignments and projects for formative assessment
    3. It enhances the process skills of students.
  2. The following assessment strategies are most appropriate to assess the experimental skills of students in a classroom?
    1. checklist
  3. “Open a water trap. Adjust the flow so that it forms a thin stream. Charge a refill. bring it near the water stream. Write a short report on the activity? – The skills developed in students through this activity are Observation, experimentation, and communication.
  4. Incorrect about the nature of science – 
    1. Science is observed as value-neutral so the laws of science are fixed. However, the following are correct ones
      1. a scientific theory to be acceptable must be verified by relevant observations and experiments
      2. The methodology of science and its demarcation from other fields continue to be a matter of philosophical debate.
      3. Even the most established and universal laws of science are always regarded as provisional, subject to modification, in light of new observations, experiments, and analyses.
  5. The strategy which is most appropriate for the teacher to teach a topic of ‘save energy’
    1. ask students to write slogans on saving energy
    2. make a model/project to depict energy saving
    3. encourage students to save energy in various ways and theory lives.
  6. The assessment in science should focus on the understanding of concepts and processes.
  7. Good open-ended questions – what difficulties we face if our bodies did not have muscles in it?
  8. The significance of science through the activities of history reveals the significance of it in a science textbook
    1. to develop a historical perspective in science and development of ideas
    2. to develop an appreciation of how new inventions create new demands
    3. to develop a holistic understanding of science.
  9. Sometimes the students have alternative conception related to various science concepts. What should the teacher do?
    1. Ans:  Help the students revisit the ideas through various activities
  10. A Good science classroom indicates 
    1. the learners device their own experiments and record their observations
    2. the learners are free to ask many questions
    3. the teachers along with textbooks use multiple resources to teach.

CTET May-2016:

  1. The qualities which are least developed among students by activity-based education – memorization
    1. other qualities that are developed – open-mindedness, Questioning, and curiosity.
  2. True about the nature of science – science is value-neutral
    1. so that the laws of science are never fixed.
  3. Views about assessment in science – Impractical idea is 
    1. assessment needs to be flexible and manner and modalities may vary from situation to situation and some time from one student group to another.
    2. Practical ideas include
      1. One cannot undermine the importance of informal observations that are constantly collected by the teachers whenever they are interacting with children.
      2. Teachers will have to be more flexible when dealing with the assessment of children with special needs.
      3. As science teachers, we must realize that we have to test everything that the student knows using a variety of tools.
  4. The following are some of the views on giving open book questions for assessment:
    1. it helps to gauge the conceptual understanding of the student
    2. giving open book questions reduce the fear of assessment
    3. students find open book questions very useful as there is no burden memorizing the answer.
  5. The purpose of including the historical texts in a science textbook.
    1. to develop a historical perspective,
    2. to develop an appreciation of how incidents/ideas give rise to the discovery of learning and
    3. to develop a holistic understanding of science.
  6. Choose any 5 families of your neighborhood. Enquire whether their energy consumption(coal, gas, electricity, petrol, and kerosene) has increased or decreased in the last 5 years. Enquire also the measures adopted to conserve energy. Advantages of doing an extended activity like above? The response of a few teachers are
    1. such activities help students to go beyond textbooks and find answers themselves
    2. such activities help students become confident and learn to enquire themselves
    3. such activities give an authentic understanding to students of an issue.
    4. However, the least response in such activities is to make a good homework task.
  7. Students of class 7 are testing starch in food. While testing, students do mistakes in observations. The most appropriate response of a teacher will be to accept their mistakes as errors and to appreciate their attempt.
  8. The assessment strategies which is not suitable for formative assessment of learners in science term-end achievement test
    1. Others include Field trips, Journal writing, Concept mapping.
  9. A class 7 teacher wraps a thin paper strip tightly around an iron rod and tries to burn the paper with a candle while rotating the iron rod continuously. The skill developed through the activity is
    1. Observation, hypothesis, and classification
  10. A student wants to discuss swine flu showing a newspaper clipping. The disease is not mentioned in the textbook as a science teacher one would discuss swine flu and tell children to bring more science-related articles to the class.

CTET February 2015:

  1. The following to not agree with scientific knowledge is absolute, certain and eternal.
    1. But to agree with includes
      1. Scientific knowledge is theory-laden
      2. The development of scientific knowledge involves imagination and creativity.
      3. Scientific knowledge is socially and culturally embedded.
  2. A teacher frames a learning objective as “Making a device using a simple electric circuit” – This learning objective is matching with the cognitive process of creating.
  3. ‘Good science education should fulfill some basic validity. The validities which is most appropriately fulfilled by the concept of shadow formation in class 6 syllabus at upper primary level cognitive.
  4. The most appropriate technique of assessment of attitude and value development of students by science education – Observation.
  5. I put one ear on a steel railroad track 
    1. Observation – I am able to hear the appropriating train sooner through the track than through air
    2. Inference – Sounds travel faster through steel than through air and
      1. sounds travel faster through solids as compared to gases
  6. The learners have the best opportunity to discover knowledge by
    1. Student labeling the given materials as ‘conductors’ and ‘non-conductors’ by placing them in a self-assembled closed circuit.
  7. Eg of open-ended questions – suppose the moon emits light of its own would it still have phases.
  8. Describing the relationship between the distance traveled by a ball that is rolled on the inclined plane and the angle of the plane by constructing a graph is an example of communicating
  9. Not a desirable level of science education at the upper primary level 
    1. It includes gaining the knowledge available through memorizing the content
      1. But desirable characteristics are
        1. to imbibe the values of honesty, integration, and cooperation
        2. to nurture the natural curiosity, aesthetic sense, and creativity in science and technology.
        3. To know the facts and application of science and application.
  10. Class 8 student” we live inside the earth and it’s round. that’s why Columbus ship returned to the starting point” The science teacher of class8 best advised to react
    1. Challenge the child by presenting pictures taken from the space and helping her in understanding how large the radius of the earth is

September – 2015:

  1. 8 th class students make the statement -” heavy objects sinking water and light objects float”. how is the science teacher of class 8 best behave to act? – present counterexamples an arrange materials of different shapes, sizes, and weights for the child to investigate.
  2. Which one among the following situations gives the students, the best opportunity of discovery learning – encouraging students to investigate factors affecting germination through experimentation.
  3. A teacher places a lighted candle on the table in the classroom. he later covers it with a jar. observations are,   
    1. the candle stops burning after some time –  
    2. air is required for keeping the candle burning.
    3. oxygen is required for keeping the candle burning.
  4. Open-ended questions are – what would happen if the force of friction ceases to exist?
  5. True about the laws and theories in science – Laws are a generalized description of the relationship among observable phenomena and theories and explanation for the observable phenomena
  6. A science teacher wishes to assess her students on different process skills. The following tools would be more appropriate for her purpose – Observation schedule.
  7. It should not be an aim of science education at the upper primary level presenting facts of science to learners. However Other aim includes:
    1. nurturing curiosity and cultivation of scientific temper, 
    2. inculcating values,
    3. relating science education to the everyday experience of learners.
  8. How could learning be made more meaningful for students of class 7 by the teacher while teaching the topics to save water?
    1. asking students to interview people in their colony about water consumption and carry a water audit.
  9. A teacher before beginning to teach ‘digestion’ class 6 students provides them with the outline diagram of a human body and asks them to draw all parts, through which they think the food would travel from the mouth when they eat. The teacher’s purpose in asking the question?
    1. to investigate students’ prior ideas relate to the human body and digestion so that future teaching-learning sessions can be accordingly planned.
  10. For an effective discussion on class 7 on the topic ” why smoke rise up”? a science teacher should   
    1. provide a common platform to the learners
    2. acknowledge learners response to sustain their interest
    3. summarise and assess learners ideas at the end of the discussion – however
    4. one cannot discourage asking questions.

CTET September – 2014:

  1. Good science education should be true to the child implies that science that we teach should
    1. Be understandable to the child –
    2. By the NCF,2005 science learning engages the child in a meaningful way.
  2. While teaching the correct method of measuring the volume of a solid using a measuring cylinder, Kavita mentions the following steps to be followed:
    1. Record the least count of measuring cylinder
    2. Put sufficient water in the cylinder and note the reading
    3. Suspend the solid with a thread inside water in the cylinder
    4. Note the reading level of the water in the cylinder.
  3. Vandana is interested to focus more on the acquisition of process skills of science by students of class 8. The combination of methods that should be preferred to teach the topic on ‘microorganism’
    1. Project cum laboratory method.
  4. The key expectation from teaching and learning of science at the upper primary stage is to acquire questioning and inquiring skills.
  5. NCF, National Curriculum Framework, 2005 recommends that science education at the upper primary stage should focus on helping students to connect classroom learning to life outside the school.
  6. ‘Cognitive validity’ of the science curriculum at the upper primary stage requires that it should
    1. be age-appropriate and within the reach of students understanding level.
  7. The topic separation of substances in class 6 can be taught effectively by using hands-on activities to be performed by students.
  8. Term ”constructiveness’ in relation to science education means that children should be actively involved in the process of learning science.
  9. Anjali asks the following task to be performed by class 7 while making an electromagnet
    1. Wind a copper wire around an iron nail
    2. connect free ends of the wire to the terminal of a cell
    3. place some pins near the end of a nail
    4. switch on current and observes what happens?
  10. While teaching the topic on ‘Motion nad time’ to class 7 students Savita gave examples of different kinds of motion to the students. Incorrect example –
    1. The motion of a boy sitting in a moving car in relation to the car.
    2. Correct examples
      1. The motion of the boy sitting in a merry go round
      2. the motion of the hammer of an electric bell
      3. The motion of cricket ball hit by a batsman

CTET February 2014:

  1. While teaching a correct method of teaching a spring balance to class-8 students Gunjan mentions the following methods to follow
    1. The correct sequence of steps –
      1. note the zero error, record the least count of the spring balance, Note the position of the pointer on the graduated scale, calculate the actual reading.
  2. Not the desired objective of learning of science at the upper primary stage – To perform better in competitive exam
    1. But others include acquiring scientific literacy,
    2. to develop rational thinking
    3. to acquire essential process skills
  3. The technique of role play is considered to be an effective strategy in science teaching because
    1. It ensures the active participation of students in the process of learning.
  4. Science is considered to be questioning, exploring, doing and investigating. The activities which are carried out to explain the above criteria
    1. Project work on the nature of sound – In project-based learning, there is a teaching method in which students gain knowledge and skills by working for an extended period of time.
  5. The NCF,2005 recommends that the teaching of science at the upper primary stage should emphasize maximum on 
    1. relating classroom learning to life outside the school
  6. While preparing a lesson on the human eye to class-8 students inclusion of which of the plan is likely to be most effective in helping the students understand relate the concept better
    1. Using student activities and interactive classroom questioning
  7. On the basis of NCF,2005 NCERT textbooks in science lay emphasis on 
    1. providing an active learning experience to students
    2. Discouraging wrote learning
  8. The scientific temper of science teacher is reflected in
    1. encouraging students to ask classrooms
  9. The correct sequence of the scientific method
    1. Identification of problem
    2. Formulation of hypothesis
    3. Collection of data
    4. testing of hypothesis
    5. drawing of conclusion
  10. Hands-on activities and projects as an integral part of learning science. These learning experience primarily aims at
    1. providing opportunities to students for extended learning.

CTET July – 2013

  1. steps required for conversion of kitchen garbage  into manure
    1. cover the bottom of the pit with sand
    2. put the garbage in a pit
    3. add worms.
    4. cover the pit loosely with grass or a gunny bag
  2. the techniques of ‘classroom questioning’ in the teaching of science can be more effectively used for – ensuring levels of learning
  3. the section of activities and projects included in the exercise of NCERT science textbooks for class 8 primarily aims at  – providing opportunities to students for extended learning
  4. Major objectives of the organisation of science exhibition are to provide an opportunity to showcase their creative ideas
  5. Four candidates appearing in an interview for the post of science teachers were asked to give a demonstration of learning to class 8 students on the topic “pressure exerted by liquids and gases”. Different approaches followed by different candidates
    1. the organisation of hands-on student activities followed up with discussions
  6. It’s not the objective of teaching science at the upper primary stage – acquiring technological skills
    1. acquiring process skills
    2. Scientific literacy
    3. Developing questioning inquiry skills
  7. NCF,2005 strongly recommends that science education at upper primary stage should
    1. follow a constructivist approach for teaching and learning of the subject
  8. cognitive validity of science curriculum at the upper primary stage required that it should
    1. be age-appropriate and should be within the reach of students understanding level
  9. The following does not reflect the personality attribute of a person having a scientific temper
    1. biased opinion 
      1. scientific thinking promotes – open-mindedness, rational thinking and seeking of evidence
  10. NCERT science textbooks for upper primary classes include a large number of daily life-related questions that have been left unanswered. This has been done so that
    1. students can seek answers to these questions by exploring different resources
  11. While teaching a correct method of reading a clinical thermometer to class 8 th student nehja mentions the necessary following precautions to be taken 
    1. Do not hold the thermometer by the bulb
    2. ensure that before use the mercury level in the thermometer is below 35 degree celsius
    3. read the mercury keeping the level of thermometer along the eyesight

CTET January – 2012:

  1. Assessment in science should focus more on testing the ability of students to apply the understanding of concepts to the unfamiliar situation in everyday life
  2. Project method in the teaching of science is suited most to promote understanding of a basic concept in science
  3. The most suited to the development of scientific skills in students – performing lab work
  4. Practical work in science may be given due emphasis in order to  – help the students in verifying the theoretical concept
  5. The major objective of teaching science at the upper primary stage  – to promote rational thinking
  6. the constructivist approach in teaching science refers to
    1. providing experiential teaching to students – it enables students to engage in inquiry and problem solving 
    2. Constructivism emphasizes the role of the learner in constructing his own view of the world 
    3. In the constructivist frame, a child is – a problem solver and a scientific investigator
  7. One of the main limitations of the project method of teaching in science is that – the student has to perform excess mental and physical work
  8. Science is a teacher is interested to focus more on the acquisition of process skills by the learners. The combination of methods of teaching should be preferred by her to achieve the objectives
    1. project cum lab method
  9. The key feature of formative assessment in science
    1. it is diagnostic in nature.
    2. assess the achievement level of learning
    3. Debate leads to analysis – a kind of formative assessment
  10. summative assessment in science should mainly focus on diagnosing the areas of learning difficulties of students
    1. assess the learning gaps in children involved in understanding concepts.

CTET May-2012:

  1. A teacher while teaching a concept frequently takes feedback from the students. This practice may be termed as
    1. be termed as a formative assessment
  2. A reason for a teacher to consciously introduce different stimuli in her lesson plan –
    1. to address different learning styles of students
  3. The principles proposed by the NCF, 2005 for the development of curriculum
    1. making examinations more flexible and integrating them with classroom life
  4. The most appropriate with reference to science and technology is
    1. science is open-ended while technology is goal-oriented
  5. The historical validity of science curriculum is necessary 
    1. Scientific knowledge is socially and culturally embedded
  6. Inquiry-based curricula are based on deductive reasoning
  7. Science curriculum should aim to cultivate objectivity, critical thinking, and freedom from fear and prejudice
  8. While organizing an activity in the classroom for students to have a hands-on experience, the role of the teacher is to 
    1. supervise students and provide guidance wherever required
  9. The best way to make students learn a topic in science is to create a situation that prompts the learners to ask questions and help them to seek answers.
ABC
Does not waste the water while using ittells the chemical formula of water correctlyaccurately measures the volume of a sample of a water
  1. The correct sequence for the three different domains in the above table – A- Affective, B- cognitive and C – psychomotor

CTET November -2012:

  1. Lesson planning in life science should be primarily guided by the consideration of 
    1. the curriculum goals and learning outcomes
  2. When upper-grade children do research work the major problem the teacher has to contend with is
    1. discouraging children from copying verbatim from books and encyclopedias and guiding them effectively
  3. The project method of teaching is best associated with the philosophy of John Dewey
    1. Learning by doing
  4. A teacher is conducting a  demonstration to motivate students, but the demonstration does not result in the expected outcome.  The teacher is best advised to
    1. find out and explain the cause of failure of  the  demonstration  by  involving students
  5. Not recommended for the science teacher to use in response to the complexity of learning
    1. Take a pre-test to find out previous knowledge of students
    2. Recommendation includes
      1. While introducing a complex concept ask only open-ended questions to stimulate the thinking of students
      2. Use manipulative materials for explaining the subtle process
      3. Plan the level of an instruction slightly above the level of students but well with the level of class
  6. In a mixed ability class with students in different stages of cognitive development, most suitable strategies
    1. Using hands-on activities involving concrete objects for simplification of abstract concepts.
  7. Of the following activities in a science class the one with least educational value – Reading about a simple experiment
    1. Others value includes
      1. Discussing a scientific principle
      2. Drawing a design
      3. constructing a model
  8. Out of the following in which lesson is a general rule explained first and after that example are illustrated – 
    1. deductive lesson
  9. A teacher is conducting a demonstration to motivates students but the demonstration does not result in the expected outcome. The teacher is best advised to
    1. find out and explain the cause of failure of the demonstration by involving students
  10. The most appropriate about curriculum planning in science – 
    1. it is done to plan the specific learning objectives of each lesson to build upon prior learning