Class 12

Odisha State Board CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms Textbook Questions and Answers.

CHSE Odisha 12th Class Biology Chapter 1 Question Answer Reproduction in Organisms

Reproduction in Organisms Class 12 Questions and Answers CHSE Odisha

Very Short Answer Type Questions

Fill in the blanks with correct answer from the choices given in the bracket

Question 1.
Non-motile asexual reproductive units are called …………….. (zoospores, buds, gametes, conidia)
Answer:
conidia

Question 2.
In …………., a living organism divides equationally. (fragmentation, fission, budding, sporulation)
Answer:
fission

Question 3.
Yeast generally reproduces by …………….. .
(fission, budding, sporulation, gametangia)
Answer:
budding

Question 4.
Dahlia propagates by …………… (roots, stem, leaf, seed)
Answer:
roots

Question 5.
The process by which one plant part is inserted into another to grow a new individual plant is called ………….. .
(layering, cutting, grafting, micropropagation)
Answer:
grafting

Answer each of the following in one word or more words

Question 6.
What is called the motile asexual reproduction units?
Answer:
Zoospores

Question 7.
In which asexual method do yeasts generally divide?
Answer:
Budding

Question 8.
What can be called to sexual reproductive units?
Answer:
Gametes

Question 9.
What is the general asexual method of reproduction in Amoeba?
Answer:
Binary fission

Question 10.
In the process of grafting, what is called to detached part?
Answer:
Scion

Question 11.
In which process can large number of adventitious buds be formed?
Answer:
Micropropagation

Correct the statements without changing underlined words only

Question 12.
In mound layering, branches at lower portion of the stem are put in the soil at many places.
Answer:
In mound layering, the shoot is pruned and lower part is covered by soil, like a mound.

Question 13.
Dahlia reproduces vegetatively by stems.
Answer:
Dahlia reproduces vegetatively by roots.

Question 14.
Aspergillus reproduces asexually by zoospores.
Answer:
Aspergillus reproduces sexually by zoospores.

Question 15.
Internal buds in sponges are called gemma cups.
Answer:
Internal buds in sponges are called gemmules.

Question 16.
In binary fission, many cells can be produced from one cell.
Answer:
In binary fission, two cells can be produced from one cell.

Fill in the blanks

Question 17.
The process of perennation of species takes place by ………
Answer:
encystment

Question 18.
Zoospores are borne inside …………….
Answer:
sporangia

Question 19.
Under unfavourable conditions when a number of tiny Amoeba are produced by multiple fission, it is called …………..
Answer:
multiple fission

Question 20.
Internal buds in Hydra are called …………..
Answer:
endogenous buds.

Question 21.
In Bryophyllum, adventitious buds are borne on …………..
Answer:
leaves

Short Answer Type Questions

Write notes on the following with at least 2 valid points

Question 1.
Asexual reproduction
Answer:
When offsprings are produced by a single parent without the involvement of gametic fusion, the reproduction is called asexual.
The resultant offsprings are similar to one another and are exact copies of their parents. Such a group of morphologically and genetically similar individuals is called clone.

Question 2.
Micropropagation
Answer:
In this method, the propagation of plants is achieved by culturing the cells, tissues and organs in laboratory. It is called tissue culture. Initially, this forms an undifferentiated mass of cells called callus. Later on, this callus differentiates to produce many small plantlcts. The tcchniquc of micropropagation is similar ro initiating the rooting in plant cuttings.
In a way it can also be called as another method of vegetative propagation in plants. However, it differs from the conventional procedure because ir is carried out under sterile condition and requires an artificial nutrient medium.

Question 3.
Cutting
Answer:
A small piece of any plant, i.e. stem, root or leaf used for vegetative propagation is called as cutting. In stem cutting, a piece of stem (20-30 cm long) is taken from parent plant. The cutting with nodes and internodes are planted in moist soil having adequate nutrients.

After a few days, roots from basal part and shoots from upper buds can be observed emerging from the planted part. The plants propagated by this method are China rose, Bougainvillea, sugarcane, etc.

Question 4.
Layering
Answer:
Layering
In this method, adventitious roots are artificially induced on the stem branches while they are still attached to the „ plant, e.g. jasmine, grapevine, litchi, orange, etc.
There are three types of layering

1. Serpentine layering The basal branches (i.e. lower portions of the stem) are pegged in the soil at several places to form new plants.
2. Mound layering In this process, the shoot is pruned and its lower part is covered by soil with the apical portion remaining outwards; in the form of a mound.
   After some time, it develops a number of shoots. Among these, rooted ones are separated and planted, e.g. gooseberry and current.
3. Air layering (gootee) In this method, about 3.5 cm ring of bark is removed from the base of an aerial shoot. This area is then covered by a thick plaster of grafting clay. It consists of hay, cowdung, clay and water with small quantity of root promoting hormone (such as NAA or IBA).

Question 5.
Fission
Answer:
It is the division of the parent body into two or more daughter individuals identical to the parent.

Fission can occur by the following methods
(i) Binary fission It is the division of the parent cell into two small, nearly equal sized daughter individuals, each of which rapidly grows into an adult. It occurs in single-celled animals like bacteria and protozoans, e.g. Amoeba, Paramecium, etc.

• Simple binary fission When division occurs in any one plane, it is known as simple binary fission, e.g. Amoeba.
• Longitudinal binary fission It takes place when division occurs along the longitudinal axis, e.g. Euglena, Vorticella.
• Transverse binary fission When division occurs along the transverse axis, right angle to the longitudinal axis of the individual, e.g. Paramecium, diatoms, bacteria, Planaria.
• Oblique binary fission When division occurs at an angle to the transverse axis, e.g. Ceratium, Gonyaulax.

Question 6.
Budding
Answer:
In this process, unequal and small projections called buds are produced from the parent cell. Initially, these buds remain attached to the parent cell and eventually get separated and mature into new organisms, e.g. yeast, Hydra, etc.

Depending on the place from where the bud arises, budding can be of two types
External budding (Hydra and yeast) During favourable conditions like presence of adequate nutrients, moisture, etc., a bud grows on the parent body.
In Hydra (multicellular organism), regenerative cells are used for reproduction during budding.
A bud develops on the median region of the body as an outgrowth. Later, due to the repeated cell divisions, these buds gradually enlarge and coelenteron of Hydra migrates ipto it.

Question 7.
Fragmentation
Answer:
It is the breaking of parental body into distinct pieces, each of which regenerates into an offspring, e.g. Hydra, Planaria, sea stars, Spirogyra, etc.
In economically important horticultural or crop plants, human beings use this method of segregating plant parts for their own benefits.

Differentiate between two words in the following pairs of words

Question 1.
Zoospores and Conidia
Answer:
Differences between zoospores and conidia are as follows

Zoospores	Conidia
They are motile asexual structures.	They are immotile asexual structures.
They are borne endogenously in sporangia.	They are borne exogenously.
They are liberated from sporangium only after it becomes mature, e.g. Ulothrix.	They can be easily disseminated by external agent like air and water, e.g. Penicillium.

 

Question 2.
Asexual reproduction and Sexual reproduction
Answer:
Differences between asexual reproduction and sexual reproduction are as follows

Asexual reproduction	Sexual reproduction
It occurs in lower organisms.	It occurs almost in all types of animals and mostly in higher plants.
It is always uniparental.	It is usually biparental.
Gametes are not formed.	Gametes are always formed.
Fertilisation does not take place.	Fertilisation takes place.
It involves only mitosis.	It involves both meiosis and mitosis.
Young ones are genetically identical to the parents.	Young ones differ genetically from the parents.
Multiplication occurs rapidly.	Multiplication is not so rapid as in asexual reproduction.
Since there is no variation, so It does not contribute in the evolution of the species.	Since there are variations, soft contributes in the evolution of the species.

 

Question 3.
Grafting and Layering
Answer:
Differences between grafting and layering are as follows

Grafting	Layering
It is a technique of connecting two parts usually a root system and a shoot system.	It is a type of root induction in which adventitious roots are induced to develop on a soft stem.
It is useful in obtaining more varieties from a single parent.	It only results in one type of offspring.
Highly desirable characters from parents can be obtained.	Same characteristics as of parents occur in offspring.
e.g. mango, lemon.	e.g. rose, jasmine.

 

Question 4.
Budding and Fission
Answer:
Differences between budding and fission are as follows

Budding	Fission (Binary)
The parent produces a small bud that gradually grows in size and then separates from the parent body.	The parent body divides into two equal and similar halves. Each half forms a new individual.
A protuberance (bud) is formed.	A protuberance is not formed.
Division is unequal.	Division is equal.
Parent body remains intact.	Parent body disappears.
e.g. yeast, Sycon, Hydra.	e.g. bacteria, Amoeba, Euglena, Paramecium, Ptanaria.

 

Question 5.
Internal budding and External budding
Answer:
Differences between internal budding and external budding are as follows

Internal budding	External budding
Buds are formed within the parent body.	Bud grows externally on parent body.
Buds or gemmules come out under favourable conditions and form a new colony.	Bud detaches from parent body and grows into a new individual.
e.g. Spongilla.	e.g. Hydra.

 

Question 6.
Fragmentation and Budding
Answer:
Differences between fragmentation and budding are as follows

Fragmentation	Budding
Parent body breaks into two or more pieces called fragments.	Parent body produces a small bud exogenously or . endogenously,
Parent identity is lost.	Parent remains intact.
e.g. flatworms, Marchantia.	e.g. yeast, Sycon.

 

Long Answer Type Questions

Question 1.
Give an account of vegetative repoduction in angiosperms.
Answer:
In plants, asexual reproduction is commonly known as vegetative propagation. It is the process of formation of a new plant from detached vegetative parts of the parent plant. These vegetative structures are called vegetative propagules. This process helps in multiplication of seedless plants, e.g. sugarcane, banana, etc. The process is asexual reproduction as it does not involve two parents. Vegetative ‘‘propagation in plants is of two types

Natural Vegetative Propagation
This type of vegetative propagation occurs in plants naturally. A fragment of the mother plant gets separated and forms an independent plant under suitable conditions.
This can take place by the following vegetative propagules
(i) By Roots
The buds present on the roots grow into leafy shoots called slips above the ground and adventitious roots at their bases. Each slip gives rise to a new plant, e.g. sweet potato, Dahlia, guava, yam, Tinospora, etc.

(a) Root tuber of sweet potato, (b) Fasciculated root of Dahlia, (c) Nodulous roots of mango ginger

(ii) By Stems
In plants, vegetative propagation can also take place by stems. They modify themselves to give rise to new plants.
This can take place by the following vegetative propagules
This can take place by the following vegatative propagules
(a) Underground stems Underground modified stems possess buds which grow into new plants.
Some of its types are given below

1. Rhizomes These are modified stems with buds and sufficient stored food. A piece of rhizome containing bud can give rise to a new plant. This method is used in the propagation of plants like ginger, turmeric, banana, lotus, etc.
2. Bulbs They are highly reduced underground stems with a number of buds, e.g. onion, lilies, garlic, etc.
3. Tubers They are the modified underground stem branches having several buds, e.g. each eye of the potato is a bud, which grows into a new potato plant when planted with a portion of swollen tuber. The potato crop is raised by the tubers, not by seeds.

(b) Subaerial stems Vegetative propagation by the means of subaerial stems, can be categorised as given below

1. Runners They are modified stems, which produce adventitious roots at nodes. Each node gives rise to an aerial shoot which becomes a new plant, e.g. Oxalis, Centella, grasses, etc.
2. Stolons These are horizontal branches that arch above the ground. They also help in vegetative propagation, e.g. strawberry, Vallisneria.
3. Suckers They arise from the base of the erect shoot, grow horizontally in the soil and then come out to form new aerial shoots. These shoots become independent when suckers break away from the parent plant, e.g. mint, Chrysanthemum, etc.
4. Offsets They are one internode long runners, which develop tuft of leaves at the apex, e.g.
   Pistia (water lettuce), Eichhornia (water hyacinth), etc.

(c) Aerial stems Aerial modified stems of cacti develop new plants when the stem segments fall on the ground. These act as the means of vegetative propagation, e.g. Opuntia, etc.

Vegetative reproduction by stem modifications (a) Runner, (b) Stolons, (c) Sucker, (d) Offset

Question 2.
Describe the process of micropropagation and its advantages.
Answer:
Micropropagatlon
In this method, the propagation of plants is achieved by culturing she cells, tissues and orgun lis Labotatory. It is called ussuc culture, Initially, this forms an undifferentiated mass of cells called calluL Liter on, this callus d.ïffescntiatcs to produce many small plantlets. The technique of micropropaganon is similar to initiating the rooting in plant cuttings.

In a way it can also be called as another method of vegetative propagation in plants. However, it differs from the conventional procedure because it is carried out under sterile condition and requires an artificial nutrient medium.

A set up for micropropagation requires an explant. The most commonly used explants are the meristematic ends of the plants, i.e. stem tip, root tip, axillary bud, etc. This is because meristematic cells have high rate of cell division. These explants, along with culture vessel, cell division media and instruments, etc., are sterilised. The explant is then inoculated into a semi-solid nutrient medium contained in a culture vessel. This is followed by incubation of culture vessel at room temperature. After some time, multiple shoots start developing from the axillary buds. This is called axillary bud proliferation.

Each growing point is subcultured to initiate shooting in callus. This process is called as adventitious shoot formation. Auxin is added in high ratio to stimulate shoot formation. Each shoot inturn develops roots.

A small plantlet is generated, which is later on transferred to an open field for hardening.
Micropropagation is generally practised for many ornamental, fruit and crop plants.
It is considered useful because

1. healthy propagules can be obtained from infected parent plants.
2. rapid rate of multiplication of plantlets.
3. plant material with desired trait and its maintenance in a small space can be easily achieved.

Also, considerable progress in commercial harvesting of medicinal plants such as Dioscorea deltoidea, D. floribunda, Atropa belladona, Solanum sp., Rauwolfia serpentina, etc., has been observed by utilising micropropagation techniques.

Examples of Micropropagation
This process is used in the production of crops such as tea, coffee, oil palm, date palm, coconut, fruit yielding plants like papaya, banana, Citrus and apples in large numbers.

Significant improvement have been achieved in developing protocols for micropropagation of tree species. Mass propagation in vitro of teak, Eucalyptus sp., sandal wood, different species of bamboo and many other trees has been successfully done.

Advantages of Micropropagation
1. Certain species of potato, Cassava, sugarcane and banana have been observed to be severely and chronically affected by pathogenic viruses. Due to this, their yields have reduced considerably. Their yields can be increased significantly by micropropagation which can be used to produced disease-free stocks from infected parent plants.

2. Potato is susceptible to many viral pathogens, some of which may be present without perceptible, symptoms. Eradication of viruses can be achieved by employing micropropagation techniques where healthy meristematic buds are .cultured.
More than 500 plants can be obtained in about 3-4 months starting from a single meristem. By varying the medium composition, light intensity and temperature, plantlets can be induced to . produce microtubers.
These disease-free microtubers can be grown under controlled conditions in soil to form minitubers. These minitubers can be planted directly in the field to raise a disease-free crop.

3. Apart from these applications of micropropagation, techniques for generating true-to type planting, material from elite genotypes, micropropagation holds special significance in situations where rapid accumulation of extremely limited stock material is required.
The desired genetic gains achieved through plant breeding can be multiplied several folds on an economic and rapid time scale.

Question 3.
Describe the process of asexual reproduction in lower animals.
Answer:
Asexual Reproduction:
When the offspring is produced by a single parent without the involvement of gamete formation, the reproduction is called as asexual reproduction.

Properties of Asexual Reproduction
The properties of asexual reproduction are as follows

1. Offsprings produced by asexual reproduction are identical to one another and exact copies of their parents. The term clone is used to describe such morphologically and genetically similar individuals.
2. Asexual reproduction occurs in plants, protozoans and some lower animals such as sponges, coelenterates, certain worms and tunicates.
3. It is absent among the higher non-vertebrates and all vertebrates.
4. Asexual reproduction is common among single-celled organisms and animals with relatively simple organisation.
5. In protists and monerans, the organism or the parent cell divides into two, to give rise to new individuals. Thus, in these organisms cell division is itself a mode of reproduction.
6. It involves only mitotic cell division. Meiosis does not occur in asexual reproduction.

Modes of Asexual Reproduction
It takes place by the following methods
Fission
It is the division of the parent body into two or more daughter individuals identical to the parent.
Fission can occur by the following methods
(i) Binary fission It is the division of the parent cell into two small, nearly equal sized daughter individuals, each of which rapidly grows into an adult. It occurs in single-celled animals like bacteria and protozoans, e.g. Amoeba, Paramecium, etc.

Binary fission is of following types

• Simple binary fission When division occurs in any one plane, it is known as simple binary fission, e.g. Amoeba.
• Longitudinal binary fission It takes place when division occurs along the longitudinal axis,
  e.g. Euglena, Vorticella.
• Transverse binary fission When division occurs along the transverse axis, right angle to the longitudinal axis of the individual, e.g. Paramecium, diatoms, bacteria, Planaria.
• Oblique binary fission When division occurs at an angle to the transverse axis, e.g. Ceratium, Gonyaulax.

(ii) Multiple fission It is the division of the parent body into many small daughter individuals simultaneously, e.g. Plasmodium, (the malarial parasite), Amoeba (during unfavourable conditions), Stanieria (an alga), etc.

At the onset of unfavourable conditions, like drying of water reservoir, extreme hot, drought, scarcity of food or condensation of water into ice, Amoeba withdraws its pseudopodia, becomes spherical and encloses itself within the 2-3 layered strong envelope. This process is known as encystment. During this phase, the metabolism of Amoeba is reduced to the minimum.

However, the nucleus divides repeatedly to form a large number of nuclei. Each nucleus remains surrounded by a small amount of cytoplasm. When the favourable environmental condition sets in the outer environment, the prolectin cyst disintegrates and premature daughter Amoeba called amoebae gets released.

Multiple fission in Amoeba Spoliation

Sometimes the products of multiple fission become individually surrounded by resistant coats, i.e. cyst walls before their release from parent, the process is known as sporulation and the encysted products are known as spores.

It is not only the fastest method of reproduction but also helps to overcome unfavourable conditions. Sporulation is generally found in monerans, protistans, algae and lower fungi.
Different organisms produce different types of spores as given below
(i) Zoospores They are microscopic motile structures with one or two flagella. The flagella help the zoospores to swim in aquatic habitat for proper dispersal.
These are the most common reproductive structures seen in the members of kingdom-Fungi and simple plants such as algae, e.g. Chlamydomonas, Albugo, Ulothrix, Saprolegnia (lower fungi), etc.

(ii) Conidia They are non-motile, exogenous spores, which develop through constriction on the tips of the conidiophore in fungi, e.g. PeniciUium, Aspergillus, etc.

Conidia of PeniciUium

Budding
In this process, unequal and small projections called buds are produced from the parent cell. Initially, these buds remain attached to the parent cell and eventually get separated and mature into new organisms, e.g. yeast,
Hydra, etc.
Depending on the place from where the bud arises, budding can be of two types
(i) External budding (Hydra and yeast) During favourable conditions like presence of adequate nutrients, moisture, etc., a bud grows on the parent body.
In Hydra (multicellular organism), regenerative cells are used for reproduction during budding.

A bud develops on the median region of the b«dy as an outgrowth. Later, due to the repeated cell divisions, these buds gradually enlarge and coelenteron of Hydra migrates ipto it.

Tentacles start developing at the terminal region of the bud’s mouth. These buds develop into tiny individuals which on getting fully matured, detach themselves from the parent body and become new independent individuals.

The same process occurs in yeast. The cell wall of parent bulges out as an outgrowth at the peripheral region and is called bud. The parent nucleus divides along with the cytoplasm and the newly formed ‘ nucleus migrates into the new bud which gets detached from the parent yeast.

(ii) Internal budding (Gemmule formation) Under the adverse conditions, several sponges form internal buds. These internal buds are called gemmules.

In this process, archaeocytes a special type of totipotent cells aggregate together and a hard coat is formed around them. It remains open to outside via a small pore, i.e. micropyle.

During favourable environmental conditions, a mass of archaeocytes comes out via micropyle (a minute pore) that grows into a colony, e.g. Spongilla, etc.

Question 4.
Describe the process of asexual reproduction in lower plants.
Answer:

In plants, asexual reproduction is commonly known as vegetative propagation. It is the process of formation of a new plant from detached vegetative parts of the parent plant. These vegetative structures are called vegetative propagules. This process helps in multiplication of seedless plants, e.g. sugarcane, banana, etc. The process is asexual reproduction as it does not involve two parents. Vegetative ‘‘propagation in plants is of two types

Natural Vegetative Propagation
This type of vegetative propagation occurs in plants naturally. A fragment of the mother plant gets separated and forms an independent plant under suitable conditions.
This can take place by the following vegetative propagules
(i) By Roots
The buds present on the roots grow into leafy shoots called slips above the ground and adventitious roots at their bases. Each slip gives rise to a new plant, e.g. sweet potato, Dahlia, guava, yam, Tinospora, etc.

(a) Root tuber of sweet potato, (b) Fasciculated root of Dahlia, (c) Nodulous roots of mango ginger

(ii) By Stems
In plants, vegetative propagation can also take place by stems. They modify themselves to give rise to new plants.
This can take place by the following vegetative propagules
This can take place by the following vegatative propagules
(a) Underground stems Underground modified stems possess buds which grow into new plants.
Some of its types are given below

1. Rhizomes These are modified stems with buds and sufficient stored food. A piece of rhizome containing bud can give rise to a new plant. This method is used in the propagation of plants like ginger, turmeric, banana, lotus, etc.
2. Bulbs They are highly reduced underground stems with a number of buds, e.g. onion, lilies, garlic, etc.
3. Tubers They are the modified underground stem branches having several buds, e.g. each eye of the potato is a bud, which grows into a new potato plant when planted with a portion of swollen tuber. The potato crop is raised by the tubers, not by seeds.

(b) Subaerial stems Vegetative propagation by the means of subaerial stems, can be categorised as given below

1. Runners They are modified stems, which produce adventitious roots at nodes. Each node gives rise to an aerial shoot which becomes a new plant, e.g. Oxalis, Centella, grasses, etc.
2. Stolons These are horizontal branches that arch above the ground. They also help in vegetative propagation, e.g. strawberry, Vallisneria.
3. Suckers They arise from the base of the erect shoot, grow horizontally in the soil and then come out to form new aerial shoots. These shoots become independent when suckers break away from the parent plant, e.g. mint, Chrysanthemum, etc.
4. Offsets They are one internode long runners, which develop tuft of leaves at the apex, e.g.
   Pistia (water lettuce), Eichhornia (water hyacinth), etc.

(c) Aerial stems Aerial modified stems of cacti develop new plants when the stem segments fall on the ground. These act as the means of vegetative propagation, e.g. Opuntia, etc.

Vegetative reproduction by stem modifications (a) Runner, (b) Stolons, (c) Sucker, (d) Offset

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 14 Environmental Education Questions and Answers.

CHSE Odisha 12th Class Education Chapter 14 Question Answer Environmental Education

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What is the Belgrade Charter’s definition of Environmental Education?
Answer:
The Belgrade Charter (1976) defines Environmental Education as having knowledge, skills, attitudes, motivations, and commitment to address environmental problems collectively.

Question 2.
When did Environmental Education, gain momentum, and what event contributed to it in the mid-1960s?
Answer:
Environmental Education gained momentum in the mid-1960s, notably during the UNESCO Biosphere Conference in Paris, where the IUCN proposed global propagation of environmental education.

Question 3.
How does Agenda 21 relate to Environmental Education?
Answer:
Agenda 21, introduced in 1992, incorporated sustainable development discourse into Environmental Education, covering social, environmental, and economic pillars.

Question 4.
What are the primary objectives of Environmental Education?
Answer:
The objectives include developing awareness about the environment, understanding the inter-relationship between humans and the environment, and fostering positive attitudes towards environmental issues.

Question 5.
What is the scope of Environmental Education?
Answer:
The,scope of Environmental Education covers all fields of environmental science, addressing the effects of human actions on the environment and examining social and economic factors contributing to environmental degradation.

Question 6.
What are the components of Environmental Education?
Answer:
Components include economic, social, political, and ecological interdependence, emphasizing responsibility and solidarity among countries and regions for conservation.

Question 7.
What levels does Environmental Education encompass?
Answer:
Environmental Education involves formal education at primary, secondary, and tertiary levels, as well as non-formal education through activities like adult education, tribal involvement, children’s programs, and eco-development camps.

Question 8.
Why is knowledge about changes in the environment essential according to the text?
Answer:
Knowledge about environmental changes is crucial to solving environmental problems, as it allows the general populace to understand the implications and work towards prevention.

Question 9.
What is the significance of Environmental Education for rural economies?
Answer:
In rural economies, Environmental Education is essential to address uncontrolled resource exploitation, which can lead to disruptions in living standards, food and water scarcity, and natural disasters.

Question 10.
Why is Environmental Education considered vital for international cooperation?
Answer:
Environmental Education fosters international cooperation by creating awareness and understanding of global environmental issues, enabling collaboration on solutions for shared challenges.

II. Answer with in Five/Six sentence :

Question 1.
What is the Belgrade Charter, and how does it define Environmental Education?
Answer:
The Belgrade Charter, formulated in 1976, defines Environmental Education as a process that fosters awareness, concern, knowledge, skills, attitudes, motivations, and commitment in individuals to collectively address current environmental problems and prevent new ones. It emphasizes the importance of informed action and was a significant milestone in the promotion of global environmental education.

Question 2.
How did UNESCO Biosphere Conference contribute to the momentum of Environmental Education in the mid-1960s?
Answer:
The UNESCO Biosphere Conference held in Paris in the mid-1960s played a crucial role in advancing Environmental Education. During the conference, the International Union for Conservation of Nature (IUCN) proposed the global propagation of environmental education. This proposal marked a turning point, leading to increased momentum and recognition for environmental education worldwide.

Question 3.
How did the concept of. Sustainable Development become integrated into Environmental Education in 1992?
Answer:
The integration of sustainable development into Environmental Education occurred with the introduction of Agenda 21 in 1992. This expanded the discourse to encompass social, environmental, and economic pillars within Environmental Education. Since then, educators, researchers, and development practitioners widely aecepted.Environmental Education as Education for Sustainable Development (ESD).

Question 4.
Why is Environmental Education considered crucial in today’s world?
Answer:
Environmental Education is deemed crucial because it addresses pressing global issues such as climate change, deforestation, loss of biodiversity, and pollution. As societies face these challenges, there is a growing recognition of the need for informed and engaged citizens. Environmental Education provides individuals with the tools to understand these complexities, encourages environmental stewardship, and promotes sustainable practices.

Question 5.
What are the general objectives of Environmental Education?
Answer:
The general objectives of Environmental Education include developing awareness about the environment and its problems, realizing the inter-relationship between humans and the environment, fostering positive attitudes, developing skills to address environmental challenges, and instilling a sense of responsibility to solve environmental problems.

Question 6.
What is the scope of Environmental Education?
Answer:
The scope of Environmental Education covers all fields of environmental science. It includes understanding the effects of human activities on the environment, exploring the fundamental causes of environmental degradation, and examining social and economic factors contributing to environmental problems.

Question 7.
What are the components of Environmental Education?
Answer:
The components of Environmental Education include economic, social, political, and ecological interdependence. The aim is to develop a sense of responsibility and solidarity among countries and regions, fostering a new international order for the conservation and improvement of the environment.

Question 8.
What are the levels of Environmental Education?
Answer:
Environmental Education operates at various levels, including formal, non-formal, and informal education: Formal education is integrated into primary, secondary, and tertiary levels, while non-formal education involves activities outside the traditional education system, such as adult education, tribal initiatives, and eco-development camps.

Question 9.
Why is knowledge about changes in the environment essential for Environmental Education?
Answer:
Knowledge about changes in the environment is essential for Environmental Education because it equips individuals to understand alterations in land, water, weather, vegetation, and socio-cultural environments. This knowledge is vital for solving environmental problems, preventing food and water scarcity, addressing pollution, and averting natural disasters.

Question 10.
How does Environmental Education contribute to international cooperation and understanding?
Answer:
Environmental Education fosters international cooperation and understanding by raising awareness of global environmental issues. It enables public enlightenment on the impact of government policies, promotes awareness of environmental challenges, and contributes to overall social and economic emancipation, particularly for women and children. The goal is to create new behavioral patterns towards,the environment at individual, group, and societal levels.

Group – B

Long Type Questions With Answers

Question 1.
Define Environmental Education, Environmental Study, and Environmental Approach to Education, highlighting their distinctions and significance in promoting ecological awareness.
Answer:
Environmental Education : Environmental Education is a multifaceted and dynamic process designed to create awareness, understanding, and a sense of responsibility towards the environment. In the words of the Belgrade Charter (1976), it involves individuals being cognizant of and concerned about environmental issues, equipped with knowledge, skills, attitudes, motivations, and commitment to collectively address current problems and prevent new ones. This holistic approach extends beyond the mere transmission of information, aiming to instill a deep connection with nature, fostering sustainable practices, and encouraging informed decision-making.

Environmental Study : Environmental Study is a focused exploration and examination of environmental issues, encompassing a research-oriented approach to understanding the complexities of the natural world. This involves in-depth investigations into the causes, consequences, and potential solutions to environmental challenges. Unlike Environmental Education, which is a broader learning process, Environmental Study involves a more specialized and detailed analysis of specific environmental concerns. It often includes scientific research, data collection, and analysis to deepen our understanding of the intricate relationships within ecosystems.

Environmental Approach to Education : The Environmental Approach to Education involves integrating environmental perspectives into the broader educational framework. This approach recognizes that environmental themes, values, and practices should not be isolated within a specific subject but should permeate various disciplines and levels of education. It emphasizes incorporating ecological awareness and sustainability principles into the curriculum, teaching methodologies, and institutional practices. The goal is to create an educational environment that not only imparts knowledge about the environment but also models and promotes sustainable behaviors.

Distinctions :

• Scope and Focus :
  1. Environmental Education has a broad and holistic focus, aiming to develop a comprehensive understanding of environmental issues and foster a sense of responsibility.
  2. Environmental Study is more specialized, delving deep into specific environmental topics,
     conducting research, and contributing to the scientific understanding of environmental challenges.
  3. Environmental Approach to Education integrates environmental perspectives into the overall educational system, emphasizing a systemic and interdisciplinary approach.
• Learning Methods:
  1. Environmental Education employs a variety of methods, including experiential learning, outdoor activities, and participatory approaches to engage learners.
  2. Environmental Study often involves scientific methodologies, research techniques, and data analysis to gain in-depth insights into specific environmental phenomena.
  3. Environmental Approach to Education focuses on incorporating environmental perspectives into various subjects and educational practices, emphasizing real-world applications.

Significance in Promoting Ecological Awareness: Environmental Education, Environmental Study, and the Environmental Approach to Education collectively contribute to ecological awareness by fostering a deep understanding of environmental issues, encouraging critical thinking, and promoting sustainable practices. While Environmental Education cultivates a sense of responsibility and connection with nature, Environmental Study contributes valuable insights through scientific research. The Environmental Approach to Education ensures that ecological perspectives are not isolated but integrated across the educational landscape, influencing “attitudes and behaviors at both individual and institutional levels.

Question 2.
Define the utilization of the environment in teaching and learning, and elaborate on how the environment contributes to the enhancement of educational processes.
Answer:
The utilization of the environment in teaching and learning refers to a pedagogical approach that incorporates the immediate surroundings, encompassing physical, social, cultural, and natural elements, into the educational experience. It recognizes the potential of the environmeni as a dynamic and interactive learning space, offering a context-rich backdrop that enhances
the educational process. This approach moves beyond traditional classroom boundaries, emphasizing experiential learning, and fostering a deeper connection between academic content and the real world.

• One key aspect of utilizing the environment in education is creating opportunities for experiential learning. By immersing students in their surroundings, educators enable them to engage with the subject matter in a tangible and practical manner. For instance, studying biology in a local park allows students to observe ecosystems, identify plant species, and understand the interdependence of living organisms. This hands-on experience enhances comprehension, retention, and the application of knowledge.

• The environment acts as a catalyst for interdisciplinary learning, breaking down the compartmentalization of subjects. Integrating various aspects of the environment into lessons encourages students to explore connections between different disciplines. For example, studying historical landmarks in a city combines history, architecture, and cultural studies, fostering a holistic understanding of the subject matter.

• Furthermore, the environment serves as a source of inspiration for creative and critical thinking. Nature, urban landscapes, and cultural sites provide stimuli that spark curiosity and imagination. Educators can design learning experiences that encourage students to question, explore, and solve problems in the context of their surroundings. This not only stimulates intellectual growth but also nurtures essential skills such as problem-solving and adaptability.

• The environmental context also plays a crucial role in promoting cultural awareness and diversity. By incorporating local traditions, customs, and histories into the educational process, students gain a broader perspective on the world. This cultural integration fosters tolerance, empathy, and a sense of global citizenship.

• Moreover, utilizing the environment in teaching and learning aligns with the principles of environmental education. It instills a sense of environmental stewardship by fostering an appreciation for the natural world and an understanding of the impact human activities have on ecosystems. This approach encourages responsible behavior, sustainability practices, and a commitment to preserving the environment for future generations.

• In conclusion, the utilization of the environment in teaching and learning transforms education into a dynamic, interconnected experience. By leveraging the immediate surroundings, educators enhance the educational process through experiential learning, interdisciplinary connections, and the promotion of creativity and cultural awareness. This holistic approach not only enriches academic content but also nurtures well-rounded individuals with a profound understanding of their environment and a heightened sense of responsibility towards the world in which they live.

Question 3.
Explore various environmental resources and elucidate their utilization in the teaching and learning process.
Answer:
Various environmental resources serve as valuable tools to enrich the teaching and learning process, providing educators with diverse opportunities to engage students and foster a holistic understanding of the world. These resources extend beyond traditional textbooks and classrooms, encompassing natural, cultural, technological, and sustainable elements.

Natural Environments: Utilizing natural settings, such as parks, forests, or botanical gardens, facilitates experiential learning. Students can engage in hands-on activities, scientific experiments, and ecological observations, connecting theoretical knowledge with real-world applications. Studying local flora and fauna in their natural habitats encourages biology lessons. It instills an appreciation for biodiversity and ecological interdependence.

Cultural and Historical Resources : Cultural institutions provide immersive learning experiences. Students can explore historical artifacts, artworks, and exhibitions, gaining insights into diverse cultures and historical periods.Engaging with local communities fosters social studies and cultural understanding. Students learn about societal dynamics, traditions, and community^ based initiatives.

Technological Tools : Educational websites, virtual tours, and interactive simulations offer digital learning opportunities. These resources provide access to a wealth of information, fostering self-directed research skills and expanding the scope of leaming Integrating multimedia, educational apps, and videos into lessons caters to diverse learning styles. Interactive technologies enhance visual and auditory aspects, making complex concepts more accessible.

Sustainable Practices : Incorporating sustainable practices within educational institutions promotes environmental awareness. Students can actively participate in eco-friendly projects, such as recycling programs or sustainable gardening, fostering a sense of responsibility towards the environment. Exploring renewable energy sources and applications addresses contemporary environmental issues. It empowers students to understand and contribute to sustainable solutions.

Collaborative Spaces : Establishing and maintaining communal gardens provides hands- on experience in agriculture and biology. It teaches teamwork, responsibility, and an appreciation for locally sourced produce.Collaborating with local experts and environmental organizations for workshops enriches learning. Students gain practical insights into real-world environmental challenges and potential solutions.

Global Perspectives : Video conferencing and collaborative online platforms connect students globally. This facilitates cross-cultural exchange, broadening perspectives on environmental issues and fostering global awareness.Participation in international exchange programs or engagement with global environmental initiatives allows students to understand the interconnected nature of global challenges.

In conclusion, the utilization of diverse environmental resources in teaching and learning enhances educational experiences. Whether through outdoor exploration, cultural engagement, technological integration, sustainable practices, collaborative initiatives, or global perspectives, these resources contribute to a well-rounded and enriched educational journey. Educators leveraging these resources empower students to connect theoretical knowledge with real-world applications, fostering a deeper and more meaningful understanding of the subjects they study.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers:

Question 1.
What is the definition of Environmental Education according to the Belgrade Charter (1976)?
(i) Focused on economic development
(ii) Centered on political awareness
(iii) Concerned about the environment and its problems
(iv) Promoting technological advancements
Answer:
(iii) Concerned about the environment and its problems

Question 2.
When did the momentum for Environmental Education pick up during a conference in Paris?
(i) 1960s
(ii) 1970s
(iii) 1986s
(iv) 1990s
Answer:
(i) 1960s

Question 3.
What does the UNESCO Biosphere Conference propose in terms of Environmental Education worldwide?
(i) Limited scope in education
(ii) Focused on economic development
(iii) To propagate environmental education globally
(iv) Emphasis on political awareness
Answer:
(iii) To propagate environmental education globally

Question 4.
According to the Tbliisi Declaration (1978), what does Environmental Education aim to do?
(i) Imparting knowledge on irrelevant topics
(ii) Developing skills for economic growth
(iii) Fostering attitudes and motivations for environmental action
(iv) Promoting political ideologies
Answer:
(iii) Fostering attitudes and motivations for environmental action

Question 5.
When was sustainable development discourse introduced into Environmental Education with Agenda 21?
(i) 1980s
(ii) 1990s
(iii) 2000s
(iv) 1970s
Answer:
(ii) 1990s

Question 6.
What are the components of Environmental Education as per the Belgrade Charter?
(i) Economic, social, and political
(ii) Social, environmental, and economic
(iii) Political, economic, and cultural
(iv) Technological, economic, and social
Answer:
(ii) Social, environmental, and economic

Question 7.
What are the general objectives of Environmental Education?
(i) Developing a sense of awareness only
(ii) Creating negative attitudes about the environment
(iii) Fostering community engagement
(iv) Developing curiosity among students
Answer:
(iii) Fostering community engagement

Question 8.
What does Non-formal Environmental Education include?
(i) Only adult education
(ii) Exclusively children’s activities
(iii) Various levels such as curricular and extracurricular
(iv) Only eco-development camps
Answer:
(iii) Various levels such as curricular and extracurricular

Question 9.
What is the primary aim of Environmental Education at the grassroots level?
(i) Political advocacy
(ii) Fostering personal, community, and national sanitation
(iii) Promoting technological advancements
(iv) Developing aesthetic appreciation only
Answer:
(ii) Fostering personal, community, and national sanitation

Question 10.
Which term is NOT associated with the scope of Environmental Education?
(i) Economic factors
(ii) Political factors
(iii) Technological factors
(iv) Biological factors
Answer:
(iv) Biological factors

Question 11.
What is the primary focus of Environmental Education regarding global environmental issues?
(i) Ignoring global interconnectedness
(ii) Developing a sense of responsibility and solidarity
(iii) Promoting economic growth
(iv) Isolating countries from international cooperation
Answer:
(ii) Developing a sense of responsibility and solidarity

Question 12.
Which level of education involves primary, secondary, and tertiary institutions in the formal sector?
(i) Informal Environmental Education
(ii) Formal Environmental Education
(iii) Non-formal Environmental Education
(iv) Global Environmental Education
Answer:
(ii) Formal Environmental Education

Question 13.
What is the primary aim of Environmental Education at the grassroots level?
(i) Fostering global perspectives
(ii) Exclusively adult education
(iii) Developing aesthetic appreciation
(iv) Making individuals and communities understand the complex nature of the environment
Answer:
(iv) Making individuals and communities understand the complex nature of the environment

Question 14.
What is the primary focus of the Components of Environmental Education?
(i) Political advocacy
(ii) Economic development
(iii) Development of a new international order
(iv) Technological advancements
Answer:
(iii) Development of a new international order

Question 15.
What is the primary objective of Environmental Education regarding knowledge about the environment?
(i) Ignoring environmental changes
(ii) Developing awareness only
(iii) Creating positive attitudes
(iv) Providing systematic knowledge and awareness
Answer:
(iv) Providing systematic knowledge and awareness

Question 16.
What is NOT a part of the general objectives of Environmental Education?
(i) Creating positive attitudes –
(ii) Fostering curiosity among students
(iii) Promoting political ideologies’
(iv) Developing skills for educational evaluations
Answer:
(iii) Promoting political ideologies

Question 17.
What is the significance of Environmental Education for the survival on Earth?
(i) Limited relevance
(ii) Irrelevant to survival
(iii) Virtually a new concept
(iv) Essential for survival
Answer:
(iv) Essential for survival

Question 18.
What is the primary role of Environmental Education regarding the lack of it?
(i) Limited impact
(ii) Political advocacy
(iii) Virtually a new concept
(iv) Very essential for our survival
Answer:
(iv) Very essential for our survival

Question 19.
What does Environmental Education aim to foster in urban and rural areas?
(i) A sense of political ideology
(ii) A sense of responsibility and solidarity
(iii) Ignoring economic factors
(iv) Isolating urban areas from rural areas
Answer:
(ii). A sense of responsibility and solidarity

Question 20.
Which component is NOT included in the levels of Environmental Education?
(i) Formal Environmental Education
(ii) Non-formal Environmental Education
(iii) Economic Environmental Education
(iv) Informal Environmental Education
Answer:
(iii) Economic Environmental Education .

II. Fill in the blanks :

Question 1.
Environmental education, as defined by the Belgrade Charter (1976), aims to develop individuals who have the _______ and commitment to work towards solutions for current environmental problems.
Answer:
knowledge, skills, attitudes, motivations

Question 2.
The momentum for Environmental Education began during the UNESCO Biosphere Conference in Paris in the _______  .
Answer:
mid-1960s

Question 3.
According to the Tbliisi Declaration (1978), Environmental Education is a learning process that increases people’s knowledge, awareness, and develops the necessary skills to address challenges and foster _______ .
Answer:
attitudes, motivations, and commitments

Question 4.
With Agenda 21 in 1992, Environmental Education evolved into Education for Sustainable Development (ESD), encompassing social, environmental, and economic _______.
Answer:
pillars

Question 5.
Environmental education is crucial for addressing issues such as’ climate change, deforestation, loss of biodiversity, and pollution by providing individuals with tools to understand complexities and promoting _______ practices.
Answer:
sustainable

Question 6.
The primary aim of environmental education is to impart knowledge about the principles required for the conservation and utilization of _______  for the existence of mankind.
Answer:
natural resources

Question 7.
One of the general objectives of environmental education is to create positive attitudes about the environment and help students realize the inter-relationship between _______.
Answer:
man and environment

Question 8.
The scope of environmental education covers all fields of environmental science, including examining social and economic factors that aggravate environmental _______.
Answer:
degradation

Question 9.
The components of environmental education aim to show the economic, social, political, and ecological interdependence of the modern world, fostering a sense of responsibility and solidarity for _______ .
Answer:
international repercussions

Question 10.
Reorienting education towards sustainability involves formal, non-formal, and informal education at various _______ .
Answer:
levels

Question 11.
Non-formal environmental education exists alongside formal education, including activities in occupational training, public awareness, and activities through non-formal channels such as _______.
Answer:
mass media

Question 12.
Knowledge about changes in the environment is essential for understanding the impact of government policies, which is an important aspect of environmental _______.
Answer:
education

Question 13.
Environmental education is necessary for fostering international cooperation, understanding, and creating awareness about global environmental _______ .
Answer:
issues

Question 14.
Environmental education is essential for preventing the uncontrolled and improper exploitation of resources, which can lead to disruption in living standards, _______ and human suffering.
Answer:
starvation

Question 15.
The lack of environmental education tan have implications on global issues and is crucial for the overall social and economic emancipation of _______
Answer:
women and children

III. Correct the Sentences :

Question 1.
Environment Education picked up momentum in the mid-1960s during, UNE SCO Biosphere Conference in Paris, where the IUCN proposed to propagate environmental education worldwide.
Answer:
Environmental education picked up momentum in the mid-1960s during the UNESCO Biosphere Conference in Paris, where the IUCN proposed to propagate environmental education worldwide.

Question 2.
By definition, environmental education encompasses approaches, tools, and programs that develop and support environmentally related attitudes, values, awareness, knowledge, and skills that prepare people to take informed action on behalf of the environment (UNESCO, 1978).
Answer:
By definition, environmental education encompasses approaches, tools, and programs that develop and support environmentally related attitudes, values, awareness, knowledge, and skills, preparing people to take informed action on behalf of the environment (UNESCO, 1978).

Question 3.
In 1992, with Agenda 21, sustainable development discourse was brought into EE, encompassing- social, environmental, and economic pillars.
Answer:
In 1992, with Agenda 21, sustainable development discourse was brought into environmental education (EE), encompassing social, environmental, and economic pillars.

Question 4.
Since then, EE was widely accepted as ESD by educators, researchers, and development practitioners.
Answer:
Since then, EE has been widely accepted as ESD (Education for Sustainable Development) by educators, researchers, and development practitioners.

Question 5.
Environmental education is crucial in addressing the pressing environmental issues facing the world today.
Answer:
Environmental education is crucial for addressing the pressing environmental issues facing the world today.

Question 6.
The systematic knowledge about the care should be taken in the explanation and utilization of natural resources for the development and progress of mankind is given through environmental education.
Answer:
The systematic knowledge about the care that should be taken in the explanation and utilization of natural resources for the development and progress of mankind is given through environmental education.

Question 7.
Environmental Education should not only focus on the effects of environmental degradation but very importantly the understanding of the fundamental causes.
Answer:
Environmental education should not only focus on the effects of environmental degradation but also on understanding the fundamental causes.

Question 8.
Components of environmental education foundation for a new international order which will guarantee the conservation and improvement of the environment.
Answer:
Components of environmental education form the foundation for a new international order that will guarantee the conservation and improvement of the environment.

Question 9.
Different communities, institutions and individuals choose methods and practices that best suit their local needs and capacities.
Answer:
Different communities, institutions, and individuals choose methods and practices that best suit their local needs and capacities in non-formal environmental educational activities.

IV. Answer the following questions in one word:

Question 1.
What is the Belgrade Charter’s definition of Environmental Education?
Answer:
Awareness, skills, attitudes, motivations, and commitment for environmental problem-solving.

Question 2.
When did Environmental Education gain momentum in the mid-1960s?
Answer:
UNESCO Biosphere Conference in Paris.

Question 3.
What does EE stand for?
Answer:
Environmental Education.

Question 4.
According to the Tbliisi Declaration (1978), what does Environmental Education develop?
Answer:
Knowledge, awareness, skills, motivation, and commitment.

Question 5.
When was sustainable development introduced into Environmental Education?
Answer:
1992, with Agenda 21.

Question 6.
Why is Environmental Education important today?
Answer:
Addresses environmental challenges, promotes stewardship, and encourages sustainable practices.

Question 7.
What are the broad objectives of Environmental Education?
Answer:
Awareness, inter-relationship understanding, positive attitude, and problem-solving skills.

Question 8.
What does the scope of Environmental Education cover?
Answer:
All fields of environmental science and the causes of environmental degradation.

Question 9.
Name one component of formal environmental education.
Answer:
Primary education.

Question 10.
Why is knowledge about environmental changes essential?
Answer:
Essential for solving environmental problems and preventing their consequences.

Objective of Environmental Education:
The objectives of environmental education are broad in sense of nature. The systematic knowledge about the care should be taken in the explanation and utilization of natural resources for the development and progress of mankind is given through environmental education. The primary aim of environmental education is to impart knowledge about the principles required for the conservation and utilization of natural resources for the existence of mankind. Environmental education gives required knowledge and experience realizing the value of such important views. The role of environmental education is important in the realization of the necessity of maintaining a friendly and well balanced relationship between man and nature.

The general objectives of environmental education include the following :

1. To develop the sense of awareness among the students about environment and its various problems.
2. To help the students in realizing the inter-relationship between man and environment:
3. To inform the students about the social norms that provides unity with environmental characteristics.
4. To create positive attitude about environment among the student.
5. To develop proper skill required for the fulfillment of the aims of environmental education and educational evaluations.
6. To help the students in realizing the importance of taking proper steps to solve environmental problems.
7. To develop required curiosity among the students for the realization of environmental problems so that they would be inspired to work for the solution of such problems.
8. To create appropriate situations for the students to participate in the process of decision making about environment.
9. To develop the capability of using skills to fulfill the required aims, to realise and solve environmental problems through social, political, cultural and educational processes.
10. To enlighten the people on the physical components of the environment.
11. To inform them about their dependence on the environmental resources.
12. To enlighten them about the changes in the environment in the last decade and the consequences of their present actions.
13. To alert them about the consequences of human actions on the environment both on man himself and other forms of life.
14. To create concern for environmental quality and conservation and to foster understanding
    of man’s relationship and interactions with the ecosphere.
15. To develop personal, community and national sanitation and conservation ethics.
16. To awaken appreciation of the aesthetic quality of nature in order to encourage its uses for

Scope of Environmental Education : The scope of environmental education and awareness or environmental extension services covers all fields of environmental science. This include the effects of man on environment – how he has exploited and devastated it, polluted it, but more importantly how man can save itself from the problems which he has caused through the abuse, misuse and over-use of the resources provided by the nature. Environmental Education should not only focus on the effects of environmental degradation but very importantly the understanding of the fundamental causes. These should also include the examination of social and economic factors that aggravate environmental degradation.

Components of Environmental Education:
The aim of environmental education is clearly to show the economic, social, political and ecological interdependence of the modern world, in which decisions and actions by different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the environmental education are: Components of environmental education foundation for a new international order which will guarantee the conservation and improvement of the environment. The main aim of environmental education at the grass root level is to succeed in making individuals and communities understand the complex nature of the natural and the built environments. Further, to acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving social problems, and in the management of the quality of the environment. Therefore, necessary components for.

Levels of environmental education: Reorienting education as a whole towards sustainability involves the various levels of formal, non-formal and informal education at all levels of society.

Formal Environmental Education: Environmental education is increasingly a prominent part of primary, secondary and tertiary education in the world. The formal education sector plays a vital role in environmental education and awareness by exposing the younger generation to the information, issues, analyses and interpretations on environment and development. There has also been a major shift from schools to adult and community environmental, education.

Non-formal Education : Non-formal environmental educational activities exist alongside the formal educational systems, at curricular and extracurricular levels, in occupational training, and through wide public awareness activities through non-formal channels such as mass media, and voluntary organizations. Different communities, institutions and individuals choose methods and practices that best suit their local needs and capacities. Following are the main constituents of this education.

1. Adult Education : Adults may influence the society to protect the precious environs by generating posters, slides, audio-visual and information pictures.
2. Tribals and Forest Dwellers : They are an important media to protect the forest wealth.
3. Children Activities : The National Museum of Natural Flistory (NMNH) conducts spot
   painting, modeling and poster design about environment for children.
4. Eco-development Camps : Currently a set of a guide lines has been prepared by Department of Environment to create awareness in youth and to acquaint them with the practice of sustainable development.

CHSE Odisha 12th Class Biology Book Solutions (+ 2 2nd Year)

• Chapter 1 Reproduction in Organisms
• Chapter 2 Sexual Reproduction in Flowering Plants
• Chapter 3 Human Reproduction
• Chapter 4 Reproductive Health
• Chapter 5 Heredity and Variation
• Chapter 6 Sex Determination
• Chapter 7 Molecular Basis of Inheritance
• Chapter 8 Evolution
• Chapter 9 Health and Diseases
• Chapter 10 Improvement in Food Production
• Chapter 11 Microbes in Human Welfare
• Chapter 12 Principles and Processes of Biotechnology
• Chapter 13 Applications of Biotechnology
• Chapter 14 Organisms and Environment
• Chapter 15 Ecosystem
• Chapter 16 Biodiversity and its Conservation
• Chapter 17 Environmental Issues

CHSE Odisha Class 12 Textbook Solutions

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 13 Education for National Integration and International Understanding Questions and Answers.

CHSE Odisha 12th Class Education Chapter 13 Question Answer Education for National Integration and International Understanding

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What is the primary focus of school programs for promoting national integration ? Answer: The primary focus of school programs for national integration is to create awareness of sub-cultural diversities, encourage objective discussions on common problems, and provide opportunities for students to work towards common goals and interests.

Question 2.
How can the curriculum contribute to national integration?
Answer:
The curriculum can contribute to national integration by incorporating an orientation towards it in existing subjects, making it an integral part of both curricular and co-curricular activities, fostering attitudinal and behavioral changes.

Question 3.
Why is the development and usage of an all India language emphasized for national integration?
Answer:
An all India language, such as Hindi, is seen as essential for promoting national and emotional integration, ensuring successful  communication and understanding among citizens across different states.

Question 4.
What role do co-curricular activities play in national integration?
Answer:
Co-curricular activities, such as celebrating National Days, cultural festivals, and inter-state competitions, contribute directly and indirectly to the development of a sense of ‘we’ feeling and national unity among students.

Question 5.
How does the National System of Education promote national integration?
Answer:
The National System of Education aims to provide equal educational opportunities to all students, fostering a sense of equality, uniformity, and understanding of cultural diversities through a common curriculum and admission patterns.

Question 6.
According to the National Policy on Education, what special emphasis is given for creating national integration?
Answer:
The National Policy on Education emphasizes the removal of disparities, equalizing educational opportunities, and addressing specific needs of groups like women, Scheduled Castes, Scheduled Tribes, religious and linguistic minorities, and special children.

Question 7.
What is the role of teachers in promoting national integration?
Answer:
Teachers play a predominant role in promoting national integration by developing rational attitudes in students towards social and political factors, acting as role models, and reflecting attributes that foster national and emotional integration.

Question 8.
Why is the synchronization of cultures highlighted in the context of international understanding?
Answer:
Synchronization of cultures is highlighted due to international trade and modem transport, creating continuous interaction among people globally, leading to a diffusion of cultures and making the world a melting pot of diverse cultural influences.

Question 9.
What is the significance of the interdependence of nations in the context of international understanding?
Answer:
Interdependence among nations, in terms of economic, technical, and cultural aspects, underscores the importance of cooperation and understanding between countries, preventing conflicts and contributing to global stability.

Question 10.
Why is a commitment to international peace and understanding essential in the face of the threat of a nuclear war?
Answer:
The threat of a nuclear war necessitates a commitment to international peace and understanding to avoid catastrophic consequences, emphasizing the importance of cooperation and diplomacy among nations.

II. Answer with in Five/Six sentence :

Question 1.
How can school programs contribute, to national integration, and what are the key phases involved in this process?
Answer:
School programs play a crucial role in promoting national integration. In the initial phase, children are made aware of sub-cultures’ existence, similarities, and diversities. The second phase involves providing opportunities for objective discussions on common problems, while the final phase focuses on work situations for collaborative goals. These phases aim to bring about attitudinal and
behavioral changes, fostering a sense of unity and understanding among students.

Question 2.
What are the two views regarding the curriculum for national integration, and how can it be effectively organized?
Answer:
Two perspectives on curriculum organization for national integration exist. One suggests adding a special area on inter-sub-cultural variations, while the other advocates integrating nautical integration orientation into the existing curriculum. The latter emphasizes making it an integral part of both curricular and co-curricular activities.

Question 3.
Why is the development and usage of an all-India language essential for national integration, and which language is recommended for this role ?
Answer:
The evolution, learning, and usage of an all-India language are crucial for national integration. Hindi, being the national language, is recommended for teaching in all educational institutions. A common language promotes successful coexistence, understanding, and communication among citizens from different states.

Question 4.
How do co-curricular activities contribute to national integration among students?
Answer:
Co-curricular activities play a vital role in fostering national and emotional integration among students. Celebrations of National Days, cultural festivals, inter-state games, educational excursions, and cultural exchanges contribute to developing a sense of unity and a “we” feeling among students.

Question 5.
What is the concept of a National System of Education, and how does it promote national integration?
Answer:
The National System of Education aims for equal educational opportunities for all students, regardless of caste, creed, or location. This system, following the 10+2+3 pattern, fosters a sense of equality, uniformity, and understanding among students, encouraging them to appreciate the cultural diversities of the country.

Question 6.
Why does the National Policy on Education emphasize equality of educational opportunities, and which specific groups are given special attention?
Answer:
The National Policy on Education emphasizes removing disparities arid equalizing educational opportunities. Special attention is given to women’s education, Scheduled Castes and Scheduled Tribes, religious and linguistic minorities, as well as special children such as the handicapped. The focus is on inclusive education to promote national integration.

Question 7.
What role do teachers play in promoting national and emotional integration, and why are they considered crucial role models for students?
Answer:
Teachers have a predominant role in promoting national and emotional integration. They can develop rational attitudes in students towards social and political factors, acting as role models reflecting attributes that foster national unity. Students tend to imbibe the qualities of their teachers, making the teacher-student relationship pivotal in shaping attitudes and behaviors that contribute to national integration.

Group – B

Long Type Questions With Answers

Question 1.
Examine the school’s role in fostering national unity and integration.
Answer:
• The role of schools in fostering national unity and integration is pivotal, as educational institutions play a crucial part in shaping the values, beliefs, and attitudes of individuals National unity is essential for the harmonious coexistence of diverse communities within a country. Schools, being primary centers of education, contribute significantly to this goat through various means.

• Firstly, schools serve as platforms for imparting inclusive education that embraces diversity By incorporating curricula that reflect the multicultural and pluralistic nature of the nation, students are exposed to different perspectives, cultures, and histories. This exposure helps in breaking down stereotypes and fostering understanding among students from various backgrounds. Inclusion of diverse literature, history, and cultural studies not only enriches the educational experience but also promotes a sense of shared identity.

• Secondly, schools provide a common ground for students to interact and build relationships across various social, cultural, and economic backgrounds. Through extracurricular activities, collaborative projects, and group discussions, students learn to appreciate each other’s strengths, talents, and differences. These interactions contribute to the development of social skills, empathy, and a sense of belonging, all of which are vital components of national integration.

• Furthermore, schools play a key role in instilling values such as tolerance, respect, and acceptance. By fostering an environment that encourages open-mindedness and discourages discrimination, schools contribute to the creation of a more inclusive society. Character education programs, anti-bullying initiatives, and diversity workshops are examples of strategies that can be employed to promote positive values and behaviors among students.

• Moreover, the school curriculum can incorporate civic education that emphasizes the rights and responsibilities of citizenship. Students need to understand the principles of democracy, civic engagement, and the importance of active participation in the democratic process. This knowledge equips them to be responsible and informed citizens who contribute positively to the development of the nation.

• Additionally, schools can organize events and celebratiqns that highlight national unity and diversity. National holidays, cultural festivals, and heritage weeks can be utilized to showcase the rich tapestry of the nation’s history and culture. Such events not only create a sense of pride in one’s identity but also foster a collective national identity that transcends individual differences.

• In conclusion, schools play a vital role in fostering national unity and integration by providing – inclusive education, promoting positive values, facilitating social interactions, and instilling a sense of civic responsibility. By embracing diversity and nurturing a culture of understanding, schools contribute to the development of individuals who are not only academically proficient but also socially conscious and committed to the idea of a united and integrated nation.

Question 2.
In what-ways can education contribute to emotional integration as a pathway to national unity, focusing on the training of young people’s emotions?
Answer:
Education plays a pivotal role in fostering emotional integration as a pathway to national unity, especially when focusing on the training of young people’s emotions in India. Here are key ways in which education can contribute to emotional integration:

Emotional Intelligence Curriculum: Implementing a dedicated emotional intelligence curriculum in schools can help students understand and manage their emotions effectively. Teach students to recognize and empathize with the emotions of others, promoting tolerance and understanding among diverse communities.

Cultural Sensitivity Programs : Integrate cultural sensitivity programs into the education system to cultivate respect for the diverse traditions, languages, and customs present in India.Encourage students to celebrate cultural differences, fostering a sense of unity in diversity.

Conflict Resolution Education : Provide training in conflict resolution skills to equip students with the ability to address disagreements peacefully. Emphasize dialogue and negotiation as tools to resolve conflicts, contributing to a more harmonious society.

Inclusive Education Practices : Ensure inclusivity in educational settings by accommodating students of different abilities, backgrounds, and socio-economic statuses.Promote collaboration and teamwork among students from various walks of life, fostering a sense of belonging. –

Social-Emotional Learning (SEL) Programs : Integrate Social-Emotional Learning (SEL) programs that focus on self-awareness, self-regulation, and interpersonal skills.Equip students with the tools to navigate the complexities of human emotions, enabling them to build positive relationships.

Community Engagement Initiatives : Encourage schools to. actively engage with local communities, fostering a sense of social responsibility and interconnectedness.Collaborative projects and community service can instill a sense of purpose and shared responsibility, promoting emotional bonds among students.

Mindfulness and Well-being Practices : Incorporate mindfulness and well-being practices into the curriculum to help students manage stress and build emotional resilience. These practices can contribute to a more emotionally stable and balanced society, reducing the likelihood of social tensions.

Promotion of Values and Ethics : Emphasize the importance of values and ethics in education, instilling a sense of moral responsibility and integrity. Upholding shared values can serve as a unifying force, contributing to a common national identity. In conclusion, education plays a crucial role in shaping the emotional landscape of young minds and can significantly contribute to emotional integration as a pathway to national unity in India. By fostering emotional intelligence, cultural sensitivity, conflict resolution skills, inclusivity, SEL programs, community engagement, mindfulness practices, and promoting values and ethics, the education system can lay the foundation for a united and harmonious society.

Question 3.
What role does education play in fostering national integration, and what educational initiatives would you recommend to promote national unity in India?
Answer:
Education plays a pivotal role in fostering national integration, serving as a potent tool to shape the minds of individuals and promote a shared sense of identity and belonging. In the context of India, a country characterized by its rich diversity in culture, languages, and traditions, education can play a crucial role in forging a unified nation. Here are some educational initiatives that could be implemented to promote national unity in India:

Inclusive Curriculum Development: Design a curriculum that reflects the diversity of India, incorporating content from various regions, cultures, and languages.Emphasize the contributions of different states and communities to the nation’s history and development, fostering a sense of pride and unity.

Cultural Exchange Programs : Facilitate cultural exchange programs that allow students from different regions to interact and learn about each other’s traditions and way of life.Such programs can break down stereotypes, promote understanding, and create a sense of camaraderie among students.

Language Proficiency Programs : Encourage the learning of multiple languages, including regional languages, to enhance communication and understanding across diverse linguistic communities.Proficiency in multiple languages can bridge gaps and strengthen connections among people from different states.

History and Civics Education : Enhance the teaching of history and civics to highlight the struggles and achievements that have contributed to the formation of a united India.Emphasize the importance of unity in diversity as a foundational principle of the nation.

Community Engagement Initiatives : Integrate community engagement initiatives into the education system, encouraging students to participate in local development projects.Involving students in activities that benefit the community fosters a sense of shared responsibility and citizenship.

Digital Platforms for Cultural Exchange : Utilize digital platforms to create virtual spaces for students across the country to interact, share experiences, and collaborate on projects.Online forums and platforms can facilitate cross-cultural communication and help break down geographical barriers.

Peace Education and Conflict Resolution: Incorporate peace education and conflict resolution programs to equip students with the skills to address differences and disputes peacefully.Teach negotiation and dialogue as essential tools for resolving conflicts and building understanding.

National Integration Workshops and Seminars : Organize workshops and seminars focused on national integration, bringing together students, educators, and community leaders to discuss and promote unity.These events can serve as platforms for sharing ideas, fostering dialogue, and building a sense of collective identity.

In conclusion, education can be a powerful catalyst for national integration in India. By embracing inclusive curriculum development, cultural exchange programs, language proficiency initiatives, enhanced history and civics education, community engagement, digital platforms for cultural exchange, peace education, and national integration workshops, the education system can contribute significantly to fostering a sense of unity and cohesion among the diverse population of India.

Question 4.
What does the term internationalism entail, and how can education play a role in fostering global understanding and cooperation ?
Answer:
Internationalism is a philosophy or approach that emphasizes cooperation and collaboration among nations, transcending geographical boundaries and promoting a sense of shared responsibility for addressing global challenges. It embodies the belief that nations are interconnected and interdependent, and their collective efforts are essential for the wellbeing of humanity as a whole.

• Education serves as a key catalyst in fostering global understanding and cooperation within the framework of internationalism. Firstly, by incorporating a global perspective into the curriculum, students gain exposure to diverse cultures, histories, and perspectives. This exposure cultivates open-mindedness and empathy, breaking down stereotypes and prejudices that may hinder international cooperation.

• Moreover, educational institutions can integrate programs that emphasize the interconnectedness of global issues. This includes incorporating lessons on climate change, human rights, and social justice, encouraging students to think critically about the implications of these issues on a global scale. By understanding the shared challenges that humanity faces, students are better equipped to collaborate on solutions that transcend national borders.

• Language education also plays a crucial role in promoting international understanding. Learning multiple languages facilitates effective communication across cultures, fostering dialogue and collaboration. Multilingual individuals are better positioned to engage with diverse communities and bridge linguistic gaps, contributing to smoother diplomatic relations and cross-cultural cooperation.

• Furthermore, educational initiatives such as student exchange programs, virtual collaborations, and international study opportunities provide firsthand experiences that go beyond textbooks. These experiences allow students to immerse themselves in different cultural contexts, promoting cross-cultural communication, understanding, and the development of a global mindset

• In addition to traditional academic subjects, education for international understanding should encompass the development of critical skills such as intercultural communication, conflict resolution, and global citizenship. These skills are essential for navigating an increasingly interconnected world and for addressing complex global issues collaboratively.

• Lastly, technology and digital platforms can be leveraged to connect students globally, facilitating communication and collaboration. Virtual classrooms, online forums, and collaborative projects enable students from different parts of the world to share ideas, work together on projects, and develop a sense of global community.

• In conclusion, internationalism emphasizes the interconnectedness of nations and the need for global cooperation. Education plays a pivotal role in nurturing the values and skills necessary for fostering international understanding. By integrating global perspectives into the curriculum, promoting multilingualism, facilitating cultural exchanges, and emphasizing critical

• skills for global citizenship, education becomes a powerful force in preparing individuals to contribute positively to an interconnected and interdependent world.

Environmental Education :
Environment Education, in the words of the Belgrade Charter (1976), .is ‘aware of and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones’ (UNESCO-UNEP, 1976). Environment Education picked up momentum in the mid-1960s during, UNESCO Biosphere Conference in Paris, where the IUCN proposed to propagate environmental education worldwide. By definition, environmental education encompasses approaches, tools, and programs that develop and support environmentally related attitudes, values, awareness, knowledge, and skills that prepare people to take informed action on behalf of the environment (UNESCO, 1978).

Environmnetal Education is a learning process that increase peoples knowledge and awareness about the environment and associative challanges, develop the necessary skils and expertise to address the challanges and foster attitudes, motivations and commitments to make informed decisions and take responsible action (UNESCO, Tbliisi Declaration,1978). In 1992, with Agenda 21, sustainable development discourse was brought into EE, encompassing- social, environmental, and economic pillars. Since then, EE was widely accepted as ESD by educators, researchers, and development practitioners.

Importance of Environmental Education :
Environmental education is crucial in addressing the pressing environmental issues facing the world today. As societies grapple with challenges such as climate change, deforestation, loss of biodiversity, and pollution, there is a growing recognition of the need for informed and engaged citizens. Environmental education provides individuals with the tools to understand the complexities of these issues, encourages a sense of environmental stewardship, and promotes sustainable practice^. It is not merely about imparting knowledge but also about instilling a sense of responsibility and fostering a connection between individuals and the natural world.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers:

Question 1.
What is the primary focus of school programs in the first phase for promoting national integration?
(i) Inclusive education practices
(ii) Developing common goals and interests
(iii) Awareness of sub-cultures
(iv) Teacher training
Answer:
(iii). Awareness of sub-cultures

Question 2.
According to one view on curriculum for national integration, what should be included as a special area in the existing curriculum?
(i) Language studies
(ii) Science and technology
(iii) Inter-sub-cultural variations
(iv) Sports and physical education
Answer:
(iii) Inter-sub-cultural variations

Question 3.
What is a crucial consideration for preparing textbooks to promote national integration?
(i) Emotional overtones
(ii) Prejudiced statements
(iii) Sweeping generalizations
(iv) All of the above
Answer:
(iv) All of the above

Question 4.
Which language is suggested as the all India language for promoting national integration?
(i) English
(ii) Hindi
(iii) Sanskrit
(iv) Bengali
Answer:
(ii) Hindi

Question 5.
What role do co-curricular activities play in promoting national integration?
(i) Directly influencing the curriculum
(ii) Enhancing teacher quality
(iii) Contributing to the development of ‘we’ feeling
(iv) Fostering gender equality
Answer:
(iii) Contributing to the development of ‘we’ feeling

Question 6.
What is one significant aspect of human progress mentioned in the Context of education for international understanding?
(i) Cultural exclusivity
(ii) Nationalism
(iii) Interdependence
(iv) Technological isolation
Answer:
(iii) Interdependence

Question 7.
What is the primary need addressed by developing international understanding in the context of interdependence?
(i) Economic self-sufficiency
(ii) Global cultural diffusion
(iii) Harmonious co-existence
(iv) Nuclear disarmament
Answer:
(iii). Harmonious co-existence

Question 8.
What is a significant threat addressed by education for international understanding?
(i) Cultural diffusion
(ii) Nuclear war
(iii) Economic imbalance
(iv) Technological disparity
Answer:
(ii) Nuclear war

Question 9.
According to the objectives, what does education for international understanding aim to develop?
(i) Nationalism
(ii) Isolationism
(iii) Cultural superiority
(iv) Rational thinking
Answer:
(iv) Rational thinking

Question 10.
What is the role of literature in promoting international understanding?
(i) Conveying cultural superiority
(ii) Expressing noble urges of individuals
(iii) Isolating different cultures
(iv) Propagating prejudice
Answer:
(ii) Expressing noble urges of individuals

Question 11.
What does the term “synchronization of cultures” imply?
(i) Isolation of cultures
(ii) Clash of cultures
(iii) Influence and interaction of cultures
(iv) Preservation of cultures
Answer:
(iii) Influence and interaction of cultures.

Question 12.
What is a key element of the interdependence of nations?
(i) Isolationism
(ii) Economic self-sufficiency
(iii) Dependence on other nations
(iv) Cultural independence
Answer:
(iii) Dependence on other nations

Question 13.
Why is there a need for international peace and understanding?
(i) Economic dominance
(ii) Threat of nuclear war
(iii) Cultural superiority
(iv) Isolationism
Answer:
(ii) Threat of nuclear war

Question 14.
What is the primary objective related to atomic energy in education for international understanding?
(i) Promoting nuclear warfare
(ii) Highlighting destructive consequences
(iii) Developing nuclear technologies
(iv) Ignoring atomic energy
Answer:
(ii) Highlighting destructive consequences

Question 15.
What is the purpose of teaching a basic knowledge of life and culture’of different nations?
(i) Cultural isolation
(ii) Ethnocentrism
(iii) Developing tolerance
(iv) Ignoring global diversity
Answer:
(iii) Developing tolerance

Question 16.
What does rational thinking about inter-nation problems help in?
(i) Encouraging conflicts
(ii) Perpetuating biases
(iii) Fostering understanding
(iv) Avoiding international cooperation
Answer:
(iii) Fostering understanding

Question 17.
What does a sympathetic attitude towards less developed nations promote?
(i) Indifference
(ii) Concern for welfare
(iii) Cultural superiority
(iv) Economic dominance
Answer:
(ii) Concern for welfare

Question 18.
What does a willingness to place common good before personal interests contribute to?
(j) Selfishness
(ii) Cultural isolation
(iii) International cooperation
(iv) Ethnocentrism
Answer:
(iii) International cooperation

Question 19.
What does the strengthening of the sense of national solidarity aim for?
(i) Regional conflicts
(ii) Cultural divisions
(iii) Global unity
(iv) Isolationism
Answer:
(iii) Global unity

Question 20.
Which method involves interpreting literature as an expression of noble urges from different countries?
(i) History teaching
(ii) Language teaching
(iii) Science instruction
(iv) Literature interpretation
Answer:
(iv) Literature interpretation

Question 21.
What role does language teaching play in promoting international understanding?
(1) No role
(ii) Limited role
(iii) Integral role
(iv) Exclusive role
Ans:
(iii) Integral role

II. Fill in the blanks :

Question 1.
School Programmes: In the first phase of school programmes for national integration, children must be made aware of the existence of _____.
Answer:
sub-cultures and their diversities

Question 2.
Curriculum for National Integration: The alternative opinion suggests that an orientation towards national integration should be _____ the existing curriculum.
Answer:
provided in

Question 3.
Text Books: Text books must be carefully prepared to promote national integration, avoiding _____ and prejudiced statements.
Answer:
omission of facts

Question 4.
Development, learning, and usage of an all India language: The most important condition for promoting national integration is that an all India language, such as, _____ should be evolved, learnt, and used.
Answer:
Hindi

Question 5.
Co-Curricular Activities: Activities such as celebration of National Days, cultural festivals, and educational excursions contribute to the development of _____ among students.
Answer:
‘we’ feeling and national unity

Question 6.
National System of Education: The concept of National system of education implies that all students, irrespective of caste, creed, or gender, have access to education of _____.
Answer:
a comparable quality

Question 7.
Equality of Educational Opportunities: National Policy on Education lays special emphasis on removing disparities and equalizing educational opportunities for _____.
Answer:
women, Scheduled Castes, Scheduled Tribes, religious and linguistic minorities

Question 8.
Role of Teachers: Teachers have a predominant role in promoting national and emotional integration by developing rational attitudes towards _____ .
Answer:
social and political factors

Question 9.
Objectives of Education for International Understanding: Education for international understanding aims to highlight the peaceful uses of atomic energy and vividly picturise the _____.
Answer:
devastating consequences of the misuse of nuclear energy

Question 10.
Curriculum for Education for International Understanding: The redesigned curriculum should enable students to learn about the world we-live in, including the _____ of their modes of life.
Answer:
variety

Question 11.
Methods of Teaching in Education for International Understanding: Literature can be interpreted as an expression of noble urges of individuals from different countries, illustrated by works of writers such as _____.
Answer:
Dickens, Gorky, Tolstoy, Tagore, and Ibsen

Question 12.
Methods of Teaching in Education for. International Understanding: Language can play a vital part in peaceful interaction, and emphasis should be placed on learning _____.
Answer:
an international language

Question 13.
Instruction in Science: Science concerns itself with the progress of human society and the betterment of human civilization, belonging not just to one country but to _____.
Answer:
the whole world

Question 14.
Role of Teacher in promoting international understanding: A teacher should possess a world- perspective and have the ability to foresee the consequences of _____.
Answer:
the policies of his nation on other nations

Question 15.
Role of Teacher in promoting international understanding: Teachers should be free from prejudices and biases, possessing an open mind and clear thinking to foster _____.
Answer:
peace and co-operation

III. Correct the Sentences :

Question 1.
Hindi is our national language, which is capable of performing this role.
Answer:
Hindi is one of the official languages of India, and it is desirable that this language be taught in every kind of educational
institution, at all levels, to all students.

Question 2.
The national policy on education has envisaged a 10+2+3 pattern, which is based on the National Curricular Frame work.
Answer:
The national policy* on education has envisaged a 10+2+3 pattern, which is based on the National Curriculum Framework.

Question 3.
The most important and practical condition for promoting national and emotional integration in the country is that an all India language should be evolved.
Answer:
The most important and practical condition for promoting national and emotional integration in the country is that an all India language should be learned and used by all citizens of the country.

Question 4.
Co-Curricular activities play an important role in the development of national and emotional integration among students directly and also indirectly.
Answer:
Co-Curricular activities play an important role in the direct and indirect development of national and emotional integration among students.

Question 5.
In order to create national integration in the country, National Policy on Education lays special emphasis on the removal of disparities and equalizing educational opportunities. Answer: In order to promote national integration in the country, the National Policy on Education lays special emphasis on the removal of disparities and equalizing educational opportunities.

Question 6.
Every student tends to imbibe the qualities of his or her teacher.
Answer:
Students tend to imbibe the qualities of their teaichers.

Question 7.
Curriculum is highly instrumental in educating for International Understanding.
Answer:
The curriculum is highly instrumental in educating for International Understanding.

Question 8.
Language can prove to be an effective vehicle of international understanding.
Answer:
Language can be an effective vehicle for international understanding.

Question 9.
Science essentially concerns itself with the progress of human society and betterment of human civilization.
Answer:
Science essentially concerns itself with the progress of human society and the betterment of human civilization.

Question 10.
If curriculum in the teaching of History is to be effective enough to foster international understanding, the field of history should be wide enough.
Answer:
For the curriculum in the teaching of History to be effective in fostering international understanding, the field of history should be wide enough.

IV. Answer the following questions in one word

Question 1.
What is the first phase of school programs for promoting national integration?
Answer:
Awareness.

Question 2.
What is the suggested approach to curriculum organization for national integration?
Answer:
Integration in existing curriculum.

Question 3.
What is the role of textbooks in promoting national integration?
Answer:
To avoid prejudiced statements and highlight cultural diversity.

Question 4.
Which language is recommended for promoting national integration in India?
Answer:
Hindi.

Question 5.
What plays a crucial role in the development of national and emotional integration among students?
Answer:
Co-curricular activities.

Question 6.
What does the National System of Education aim to achieve?
Answer:
Equality among students of all states.

Question 7.
According to the National Policy on Education, what needs special attention for promoting national integration?
Answer:
Equality of educational opportunities.

Question 8.
Who plays a predominant role in promoting national and emotional integration ?
Answer:
Teachers.

Question 9.
What is the fundamental need for developing international understanding?
Answer:
Progress of human civilization.

Question 10.
What is the suggested approach in literature for promoting international understanding?
Answer:
Interpretation of noble urges of individuals from different countries.

Education for National Integration :
1. School Programmes : There are many things that the school can do to promote national integration. The programmes of the school must be phased. In the first phase children must be made aware of the existence of and the similarities and the diversities in the different sub-cultures. This is at the early stages of schooling. This phase is basic Jo the subsequent phases. At the second phase, opportunities must be provided for children to discuss common problems with objectivity and concerns. At the third and final stage, which is by the end of the schooling period, children must be provided opportunities through work situations to work for common goals and interests. School programmes must’bring about both attitiidinal and behavioural changes.

2. Curriculum for National Integration : There are two views with regard to the nature of curriculum organization for national integration. One opinion is that a special area on inter sub-cultural variations must be included in the existing curriculum. But this may not be a practicable suggestion, in view of the competing claims of different objectives of education. It is difficult to accommodate all the claims. Another opinion is that an orientation towards national integration should be provided in the existing curriculum, wherever it is possible. It must become an integral part of the curriculum, curricular and co-curricular.

3. Text Books : Text books must be prepared carefully as to promote national integration and if required, they should be re-designed so as to foster national integration. Words with emotional overtones must be used to highlight the significant and distinguishing features of one’s own sub-culture without developing prejudices against other subcultures. Omission of facts, prejudiced statements and sweeping generalizations must be avoided.

4. Development, learning and usage of an all India language: The most important and practical condition for promoting national and emotional integration in the country is that an all India language should be evolved, learnt and used by all citizens of the country. Hindi is our national language, which is capable of performing this role. Hence, it is desirable that, this language be taught in every kind of educational institution, at all levels, to all students. A common and national language is a must for every citizen to live successfully in any state of the country.

5. Co-Curricular Activities : Co-Curricular activities play an important role in the development of national and emotional integration among students directly and also indirectly. Activities such as celebration of National Days, birth-days of great men, cultural festivals, inter-state games or competitions, camps, educational excursions, talks on matters of national concerns, cultural exchange etc. can be organized which would definitely contribute for the development of ‘we’ feeling and national unity among students.

6. National System of Education : The concept of National system of education implies that upto a given level, all students, irrespective of caste, creed, location, gender have access to education of a comparable quality. National policy on education has envisaged 10+2+3 pattern, which is based on National Curricular Frame work and is being followed to bring-in uniformity in the country. This provides for a sense of equality among the students of all the states and also leads to uniform pattern of admission, evaluation and such institution related issues, which allows for migration of students- across the states for accessing higher education. This further enables the students to understand and appreciate cultural diversities of our country. The curriculum contains common core contents of national concerns essential for national identity. These contents will cut across various subject areas and will be designed to promote national values such as India’s common cultural heritage, democracy, secularism, equality etc.

7. Equality of Educational Opportunities : In order to create national integration in the country, National Policy on Education lays special emphasis on the removal of disparities and equalizing educational opportunities by attending to the specific needs of those who have been denied opportunities for equality so far. In this regard, special attention has been given to women’s education, education of the Scheduled Castes and Scheduled Tribes, education of religious and linguistic minorities, education of special children such as handicapped and adult education with functional literacy programme.

Role of Teachers: Teacher has a predominant role in promoting national and emotional integration. It is the teacher who can develop rational attitude of students towards the social and political factors, which promote national and emotional integration and act in a convenient manner with constructive contributions to the nation. Every student tends to imbibe the qualities of his or her teacher. Hence, the teacher should act as a role model and reflect all such attributes, which foster national and emotional integration.

Education for international understanding :
The needs for developing International Understanding are numerous and diverse. But four needs may be considered as significant.
(i) Progress of Human Civilization : There has been tremendous progress in all spheres of life; from Paleolithic and Neolithic ages man has progressed to the nuclear and space age, from cow-dung and bullock-cart to computer technology, from dictatorship to communism and democracy, from aristocracy to Republican forms of Government, in values and beliefs from Adam and Eve to origin of species, from slave trade to equality and tyranny to liberty. Similarly there has been progress in mathematics, medicine, agriculture, oceanography, metallurgy and all walks of life. Progress in human civilization has not been achieved by any race, caste, class, ethnic or national group but people working in different comers of the world and belonging to diverse groups have achieved it. All the people of the world have shared this progress. The present state of the world is due to the combined, cumulative and patient efforts of many nationals.

(ii) Synchronization of Cultures : International trade and modem means of transport have given rise to a continuous interaction between and among all the people of the world. The world of man is enlarging though the world is shrinking. Both the East and the West have influenced each other. Now needs and problems of humanity are similar. When two people from different countries meet each other for trade or other economic purpose, they also unintentionally become familiar with and in many cases influenced’by each others culture. There has been a diffusion of cultures. The world has become a melting pot of all cultures.

(iii) Interdependence of Nations : Every country may try to be self-reliant but no country can be self-sufficient. All the countries of the world depend upon each other for their consumer goods or for raw materials; in certain cases even for finished nonconsumable goods. No country can remain free from any tilt in the international economic balance. Not only there is dependence on goods and services bpt also on technical know-how. In recent years, dependence in cultural life has been observed. The valuesystem of one nation initiates changes in the value system of another nation. As if acutely sensing the need for interdependence among nations, Nehru made the opening statement in his speech at the Geneva Peace Conference thus: “The choice before the world today is peaceful co-existence or no-existence at all.”

(iv) Threat of a Nuclear War : A nuclear war means one mass of total annihilation. It implies a sophisticated nuclear war technology has been so enormous that it is very dangerous to take risks about that. To balance this progress, a commitment to international peace and understanding is very essential. The threat of a nuclear war is haunting every nation and especially those who are ignorant of nuclear war technology. There is a need for the nuclear nations to guarantee the non-proliferation of nuclear weapons and the security of nonnuclear nations.

Objectives of Education for International Understanding :
• Highlight the peaceful uses of atomic energy and vividly picturise (describe) the devastating consequences of the misuse of nuclear energy. For instance, the uses of an atomic reactor for constructive purposes and the misuse of atomic bomb for destructive designs may be discussed in comparative frame.

1. Give a basic knowledge of the life and culture of different nations of the world.
2. Develop a spirit of tolerance (not indifference) towards the ways of life of different people . of the world – their religion, customs and traditions, dress and food habits, etc.
3. Develop rational thinking about the problems of other nations, inter-nation problems and their relevance to the nation to which the children belong.
4. Develop a sympathetic attitude towards the (problems of the) less developed nations of the world; in general a concern for the welfare of humanity.
5. Develop a willingness to place common good before personal interests.
6. Strengthen the sense of national solidarity.
7. Inculcate a belief in the ideals like fraternity, equality, liberty and justice.

Approaches in Education For Promoting International Understanding Among Students Curriculum for Education for Enternational Understanding :
Curriculum is highly instrumental in educating for International Understanding. The traditional curriculum followed in our schools and universities does not fulfill all the possibilities of internationalism. There is a need to redesign it in the light of the guiding principles of a programme for International Understanding.

The redesigned curriculum should enable our students:

1. To learn that the earth is the home of man and other living things.
2. To gain knowledge about the world we live in – its people, their similarities and differences, the variety of their modes of life and its reason, etc.
3. To learn how to promote better understanding of the interdependence of the people of the world.
4. To inculcate respect for all the major religions of the world.
5. To know something about the long struggle of mankind to replace conflict with cooperation.
6. To develop a desire and the simple skills to participate effectively in building a better world.

Methods of Teaching in Education for International Understanding :
(a) Literature: Literature should be interpreted as an expression of noble urges of the individuals of different countries of the world. A UNESCO publication states, “Extracts from the works of writers such as Dickens, Gorky, Tolstoy, Tagore and Ibsen can be used to illustrate stages in social progress, in the emancipation of women, in religious freedom, and in the struggle for human rights in other domains”.

(b) Language Teaching: Language can prove to be an effective vehicle of international understanding. It can play a vital part in the peaceful interaction of the people of the world. Emphasis should be placed on the learning of an international language. Pupils should also be encouraged to study the language of other communities. .

(c) Instruction in Science: Science has got great international potential. During the course of teaching various science subjects, it may be emphasized that, a man of science as much belongs to one country as to the whole world. He nourishes in his heart a good will to the whole of mankind. It should be impressed upon the students that, Science essentially concerns itself with the progress of human society and betterment of human civilization.

(d) Instruction in History and Geography: Instruction in History, Civics and Geography should also be oriented towards international objective. The teaching of these subjects should re-educate people’s ideas and sublimate their emotions. If curriculum in the teaching of History is to be effective enough to foster international understanding, the field of history should be wide enough to enable the students to cultivate international outlook. History should be taught objectively and with a cultural bias. World history can also be taught.

Role of teacher in promoting international understanding :

1. He should have a world-perspective: Knowledge of the culture of the whole world. He must possess a quality of imagination to foresee the consequences of the policies of his nation on other nations and vice versa.
2. He should have a tolerant attitude. The teacher should be able to appreciate the cultural diversities of other people and also sympathise with their problems.
3. He must be free from prejudices and biases. He needs to be receptive to truth and objective in thinking. The teacher should possess an open mind and clear thinking.
4. He should basically be a lover of peace and co-operation.

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 12 Universalization of Elementary Education (UEE) and RTE Motivation Questions and Answers.

CHSE Odisha 12th Class Education Chapter 12 Question Answer Universalization of Elementary Education (UEE) and RTE

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence:

Question 1.
What is the primary aim of Universalisation of Elementary Education (U.E.E.) in India?
Answer:
U.E.E. aims to make elementary education available to all children in the age group of 6-14, ensuring inclusivity and eliminating dropouts.

Question 2.
Explain the significance of Sarva Shiksha Abhiyan (SSA) in India’s education system. Answer: SSA is a community-owned initiative to universalize elementary education, responding to the demand for quality basic education and fostering human capabilities.

Question 3.
What were the main objectives of Operation Blackboard, implemented in 1987 ? Answer: Operation Blackboard aimed to improve the quality of primary education by providing at least two classes in each primary school, special toilets for boys and girls, and appointing at least fifty percent female teachers.

Question 4.
Why was the District Primary Education Programme (DPEP) initiated in 1994?
Answer:
DPEP was started to revive the primary education system and achieve the universalization of primary education, focusing on enrollment, retention, and reducing inequalities among social groups.

Question 5.
What is the essential goal of the Mid-Day Meal Scheme launched in 1995?
Answer:
The Mid-Day Meal Scheme’s primary objective is to address the nutritional needs of primary school children, aiming to improve enrollment, attendance, and retention in schools.

Question 6.
Explain the primary focus of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) launched in 2009.
Answer:
RMSA aims to raise the minimum level of education till class X, with a focus on improving secondary education quality, especially in Science, Mathematics, and English.

Question 7.
Define the term ‘free education’ according to the Right to Education (RTE) Act 2009.
Answer:
‘Free education’ under the RTE Act means education without fees or charges, ensuring that no child is deprived of elementary
education due to financial constraints.

Question 8.
What is the age group covered by the RTE Act for providing free and compulsory education?
Answer:
The RTE Act provides free and compulsory education for children in the age group of 6-14 years.

Question 9.
Which article of the Indian Constitution is associated with the Right to Education?
Answer:
The Right to Education is associated with Article 21A of the Indian Constitution.

Question 10.
What does SSA stand for, and what is its primary objective?
Answer:
SSA stands for Sarva Shiksha Abhiyan,.and its primary objective is to universalize elementary education through community ownership of the school system.

II. Answer with in Five/Six sentence :

Question 1.
What is Universalisation of Elementary Education (U.E.E.) and what age group does it primarily target?
Answer:
Universalisation of Elementary Education (U.E.E.) is an inclusive approach to providing education to all children, regardless of their background. Focused on the age group of 6-14 years, it emphasizes the right of every child to receive education, considering factors such as socioeconomic status, caste, creed, and physical abilities. This concept affirms that education is. a fundamental right accessible to all children, whether residing in urban or rural areas. It underscores the idea that education should not be limited to a select few but should be universally available, ensuring equal opportunities for every child.

Question 2.
Explain the three stages involved in the Universalisation of Elementary Education.
Answer:
The Universalisation of Elementary Education unfolds through three pivotal stages. The first stage, Universalisation of Provision, focuses on establishing the necessary infrastructure and resources to facilitate elementary education. The second stage, Universalisation of Enrolment, aims to ensure that all eligible thildren are enrolled in schools, emphasizing inclusivity. Finally the third stage, Universalisation of Retention, addresses the need to retain students, minimizing dropouts and ensuring the completion of elementary education. Together, these stages form a comprehensive approach to make elementary education universally accessible, addressing both the provision of resources and the enrollment and retention of students.

Question 3.
What were the main objectives of Operation Blackboard, and how did it contribute to improving primary education in India?
Answer:
Operation Blackboard, launched in 1987, aimed at elevating the quality of primary education in India. Its primary objectives included improving infrastructure, reducing wastage and stagnation, attracting more children (especially girls) to primary education, and ensuring equitable resource distribution. By mandating at least two classrooms in each primary school, constructing gender-specific toilets, and appointing a considerable number of female teachers, Operation Blackboard significantly contributed to enhancing the accessibility and quality of primary education. The initiative strategically addressed key challenges, laying the groundwork for a more inclusive and improved primary education system.

Question 4.
What was the District Primary Education Programme (DPEP), and what were its main goals?
Answer:
Launched in 1994, the District Primary Education Programme (DPEP) in India had the overarching goal of revitalizing and universalizing primary education. DPEP adopted a universal approach, striving to enhance retention and learning achievements while minimizing disparities among various social groups. The program aimed to ensure access to primary education for all children through both formal and non-formal streams. It specifically targeted reducing differences in enrollment, dropout rates, and knowledge attainment among different genders and socio-economic groups. DPEP also sought to decrease overall dropout rates, achieve basic literacy and numeracy competencies, and elevate the average achievement rate by 25%, measured against baseline levels.

Question 5.
Explain the essential objectives and impact of the Mid-Day Meal Scheme in India.
Answer:
The Mid-Day Meal Scheme, introduced in 1995, had a fundamental objective of improving the efficiency of elementary education by addressing the nutritional needs of primary school children. Initially implemented in selected blocks, the scheme later expanded nationwide. Its primary focus was to provide a nutritious mid-day meal to all children enrolled in classes 1 to 5, with si’bsp-<uent inclusion of educationally backward classes in upper primary classes. The scheme anticipated positive outcomes such as increased enrollment, improved attendance, and enhanced retention by addressing the nutritional aspect of students. By ensuring students’ well-being, the Mid-Day Meal Scheme played a pivotal role in supporting their educational journey.

Question 6.
Highlight the key objectives and financing pattern of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) in India.
Answer:
Launched in 2009-10, the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) in India had primary objectives centered around raising the minimum level of education till class X and ensuring the comprehensive development of secondary education. The financing pattern of RMSA, with a ratio of 75:25 between the Center and the States, underscored the collaborative approach to improving secondary education. The scheme specifically concentrated on enhancing the quality of education in key subjects like Science, Mathematics^ and English. Additionally, RMSA aimed to reduce gender, social, and regional disparities by focusing on improving enrollment, reducing dropout rates, and enhancing overall retention in secondary education.

Question 7.
Describe the significance and objectives of Sarva Shiksha Abhiyan (SSA) in India.
Answer:
Launched in 2001, Sarva Shiksha Abhiyan (SSA) stands as a flagship program in India, symbolizing the nation’s commitment to Universal Elementary Education (UEE). The primary objectives of SSA revolve around bridging educational disparities by providing free and compulsory education to all children aged 6 to 14. This initiative represents a significant step toward fulfilling the constitutional mandate of the Right to Education (RTE) Act, 2009. SSA aims to ensure universal access and enrollment, reduce gender and social category gaps, achieve satisfactory learning outcomes in eight years of elementary schooling, promote inclusive education practices, and enhance overall education quality through infrastructure development and teacher training.

Question 8.
What are the main objectives of Samagra Shiksha Abhiyan (SSA) in India, and how does it differ from Sarva Shiksha Abhiyan (SSA)?
Answer:
Samagra Shiksha Abhiyan (SSA), introduced in 2018, is an integrated scheme for school education in India, differing from Sarva Shiksha Abhiyan (SSA) in its comprehensive approach. SSA subsumes three existing schemes – Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Teacher Education (TE). The primary objectives of SSA include providing holistic education from pre-school to class 12, ensuring equal access to education, improving quality, promoting inclusive education, and emphasizing teacher development. Unlike SSA, which primarily focuses on elementary education, Samagra Shiksha Abhiyan (SSA) takes an integrated approach, covering both elementary and secondary education along with teacher education.

Question 9.
Explain the key components and implementation strategies of Sarva Shiksha Abhiyan (SSA) in India.
Answer:
Sarva Shiksha Abhiyan (SSA) in India operates through a set of key components and implementation strategies to achieve its objectives comprehensively. Universal enrollment ensures that all children in the target age group are enrolled in schools, promoting inclusivity. Infrastructure development is a critical component, focusing on improving school facilities, including classrooms, drinking water, and sanitation.

Quality improvement strategies include teacher training, the development of teaching materials, and the introduction of innovative teaching methods to enhance the overall quality of education. Inclusive education is a prominent aspect, emphasizing the mainstreaming of children from marginalized communities and those with special needs. Community participation is actively encouraged, involving local communities, parents, and Panchayati Raj Institutions in the planning and implementation of educational initiatives.

Question 10.
What are the key features of the Right to Education (RTE) Act 2009, and how does it contribute to ensuring elementary education for every child in India?
Answer:
The Right of Children to Free and Compulsory Education (RTE) Act 2009 is a significant legislative framework that contributes to ensuring elementary educatnn for every child in India. The key features include recognizing the right of every child to full-time oasic education of adequate and equitable quality. The act imposes a legal obligation on the Central and State Governments to provide free and compulsory education, ensuring admission, attendance, and completion of elementary education for every child in the 6-14 age group. The RTE Act prohibits any form of fee or charge that could impede a child’s access to education. Furthermore, it outlines responsibilities, allocates financial and other duties, establishes standards, and promotes a cl ld-centrie le^ anc environment, playing a pivotal role in realizing the vision of elementary educa’ion for all.

Group – B

Long Type Questions With Answers

Question 1.
What is the concept and significance of elementary education?
Answer:
Elementary education is the initial phase of formal education that focuses on providing foundational learning to children typically in the age group of 6 to 14 years. It forms the basis for intellectual, social, and emotional development, setting the stage for a child’s lifelong learning journey.Elementary education encompasses the basic principles and skills necessary for a child’s intellectual growth. It typically includes subjects like language arts, mathematics, science, and social studies. The curriculum is designed to be age-appropriate, recognizing the cognitive abilities and learning needs of children in this stage. The learning methodologies emphasize interactive and experiential approaches to make education engaging and effective.

The concept of elementary education extends beyond the formal classroom setting. It acknowledges the diversity of learners and recognizes the importance of addressing individual learning styles. Moreover, it encompasses not only academic knowledge but also essential life skills, values, and attitudes that contribute to holistic development.

Significance:
• Foundation for Learning: Elementary education lays the groundwork for advanced learning. It introduces fundamental concepts, such as reading, writing, and arithmetic, that serve as building blocks for higher education.

• Cognitive Development: This stage is crucial for cognitive development, as children begin to think abstractly, solve problems, and develop critical thinking skills. Exposure to various subjects contributes to the development of a well-rounded intellect.

• Socialization and Interaction : Elementary education provides a structured environment for socialization. Children learn to interact with peers, teachers, and other members of the school community, fostering social skills and emotional intelligence.

• Inclusivity : The significance of elementary education lies in its commitment to inclusivity. It aims to provide education to children from diverse backgrounds, regardless of socioeconomic status, gender, or physical abilities.

• Preparation for Lifelong Learning : Elementary education instills a love for learning and curiosity. It equips students with the skills and motivation needed to pursue continuous learning throughout their lives.

• Community Development: By fostering a sense of community within schools, elementary education contributes to the overall development of society. Schools become hubs for collaboration, cultural exchange, and collective growth.

• Equal Opportunities : It addresses disparities by ensuring that aU children, irrespective of
their background, have access to quality education. This contributes to breaking the cycle of poverty and promoting social equity. .

• Personal and Ethical Development: Elementary education plays a vital role in shaping students’ character, instilling values, and promoting ethical behavior. It contributes to the development of responsible and conscientious citizens.

In conclusion, elementary education serves as the cornerstone of an individual’s educational journey. Its concept revolves around providing a comprehensive learning experience, while its significance extends to shaping the future citizens of a society, fostering inclusivity, and laying the foundation for a lifetime of learning.

Question 2.
What are the primary objectives of elementary education?
Answer:
Elementary education plays a pivotal role in shaping the intellectual, social, and emotional development of children. The primary objectives of elementary education are multifaceted, aiming to provide a strong foundation for lifelong learning and holistic development.

Foundational Learning : One of the central objectives of elementary education is to impart foundational knowledge and skills. This includes basic literacy, numeracy, and critical thinking abilities that form the basis for further academic pursuits.

Cognitive Development: Elementary education is designed to stimulate cognitive development during the crucial formative years. It focuses on enhancing, a child’s ability to comprehend, analyze, and synthesize information, laying the groundwork for higher-order thinking.

Socialization : An essential objective is to foster socialization. Children learn to interact with peers, teachers, and the broader school community. This social exposure contributes to the development of interpersonal skills, teamwork, and a sense of belonging.

Inclusive Education : Elementary education aims to be inclusive, ensuring that all children, regardless of socio-economic status, gender, or physical abilities, have equal access to quality education. Inclusivity promotes diversity and prepares children for a globalized world.

Holistic Development: The holistic development of a child is a key objective. Beyond academic knowledge, elementary education addresses emotional, physical, and creative aspects. It nurtures talents, creativity, and emotional intelligence.

Preparation for Higher Education : Elementary education serves as a preparatory phase for higher levels of education. It equips students with the academic skills and knowledge necessary for more advanced studies, providing a seamless transition to secondary education.

Cultural and Ethical Values : Instilling cultural and ethical values is an integral objective. Elementary education plays a role in shaping character, morality, and ethical behavior. It contributes to the development of responsible and conscientious citizens.

Self-Efficacy and Confidence : Building self-efficacy and confidence is crucial. Elementary education should create an environment where children feel empowered to explore, express their opinions, and take on challenges, fostering a positive self-image.
Promotion of Curiosity and Love for Learning : Elementary education aims to nurture curiosity and a love for learning. It seeks to create an environment where children are naturally inclined to explore, ask questions, and engage actively in the learning process.

Equity and Access : Ensuring equity in education is a fundamental objective. Elementary education strives to bridge socio-economic gaps, providing equal opportunities for education to children from diverse backgrounds. Parental and Community Involvement: Collaboration between educators, parents, and the community is emphasized. Elementary education aims to create a supportive network involving parents and the community, recognizing their role in a child’s educational journey.

Prevention of Dropout: Another crucial objective is the prevention of dropout rates. Elementary education initiatives should implement strategies to reduce dropout rates, ensuring that children complete the recommended years of primary education. In conclusion, the primary objectives of elementary education are comprehensive, addressing academic, social, and personal development. By focusing on these objectives, elementary education contributes significantly to shaping well-rounded individuals capable of navigating the challenges of the future.

Question 3.
“How does the concept of Universalisation of Elementary Education (UEE) manifest in India, and what initiatives and challenges are associated with ensuring free and compulsory education for all children in the age group of 6-14 years ?”
Answer:
The concept of Universalisation of Elementary Education (UEE) in India embodies the commitment to provide free and compulsory education for all children aged 6-14 years. This ambitious initiative reflects a foundational belief that education is a fundamental right and a crucial tool for national development. The manifestation of UEE in India involves a multi-faceted approach, accompanied by various initiatives and challenges.

Initiatives:

1. Sarva Shiksha Abhiyan (SSA): Launched in 2001, SSA is a flagship program aimed at achieving UEE. It focuses on universal access and enrollment, emphasizing the inclusion of marginalized groups and addressing gender and social gaps in education.
2. Operation Blackboard : Introduced in 1987, Operation Blackboard aimed at improving the quality of primary education. It focused on essential infrastructure development, including classrooms, separate toilets for girls and boys, and the appointment of female teachers.
3. Mid-Day Meal Scheme (MDM) : The MDM program, initiated in 1995, addresses the nutritional aspect of elementary education. By providing free mid-day meals, it aims to improve the effectiveness of elementary education by enhancing the dietary status of children.
4. District Primary Education Programme (DPEP): Launched in 1994, DPEP aimed to revitalize the primary education system. It adopted a universal approach, focusing on improving retention, learning achievements, and reducing inequalities among social groups.
5. Rashtriya Madhyamik Shiksha Abhiyan (RMSA): Introduced in 2009-10, RMSA focuses on extending the UEE objectives to secondary education. It emphasizes quality secondary education with a specific focus on Science, Mathematics, and English.

Challenges :

1. Infrastructure Disparities : Disparities in infrastructure development persist across regions, affecting the overall quality of education. Remote and economically disadvantaged areas often face challenges in accessing adequate facilities.
2. Teacher Shortages : Shortages of qualified teachers in certain areas hinder the effective implementation of UEE. Ensuring a sufficient number of trained educators remains a persistent challenge.
3. Quality of Learning Outcomes : While enrollment rates have increased, ensuring that students receive quality education with satisfactory learning outcomes poses a significant challenge. The focus needs to shift from mere enrollment to ensuring meaningful learning experiences.
4. Equitable Access : Despite efforts, ensuring equitable access to education for children from marginalized communities, girls, and those with special needs remains an ongoing challenge. Socio-economic factors and cultural norms can hinder participation.
5. Parental Involvement: While community participation is encouraged, achieving active parental involvement in the educational process poses challenges. Socio-economic conditions and lack of awareness can impact parents’ engagement in their children’s education.
6. Dropout Rates : Prevention of dropout rates is crucial for the success of UEE. Various socio-economic factors, including poverty and the need for child labor, contribute to children leaving the education system prematurely.

Implications :
The successful realization of UEE in India holds profound implications for the nation’s future. It can lead to a more literate and skilled population, fostering economic growth, social development, and greater inclusivity. However, addressing the challenges requires a concerted effort from policymakers, educators, and communities to ensure that the vision of UEE translates into tangible and lasting benefits for every child in the age group of 6-14 years.

Question 4.
“How does the Right to Education Act (RTE) in India, enacted in 2009, serve as a transformative legal framework to ensure free and compulsory education, addressing disparities and promoting inclusive, quality elementary education for every child in the age group of 6 to 14 years across the nation ?”
Answer:
• The Right to Education Act (RTE) enacted in India in 2009 stands as a transformative legal framework, marking a significant milestone in the country’s commitment to providing accessible, inclusive, and quality elementary education for every child aged 6 to
14. This comprehensive legislation addresses various aspects of education, focusing on eliminating disparities, ensuring free and compulsory education, and promoting inclusivity.

• At its core, the RTE Act is a constitutional provision that recognizes education as a fundamental right, thereby establishing a legal obligation on the part of the government to make elementary education free and compulsory. The enactment of this legislation was a response to the need for a structured and rights-based approach to education, aiming to bridge socio-economic gaps and create a level playing field for all children.

• The Act’s primary objective is to eradicate barriers that prevent children from accessing education, especially those from marginalized and economically disadvantaged backgrounds. By mandating free education for all children in the specified age group, the RTE Act addresses financial constraints that often hinder families from sending their children to school. This provision ensures that education is not a privilege limited to certain sections of society but a universal right available to every child.

• Moreover, the RTE Act goes beyond mere access to education; it emphasizes the quality and inclusivity of the educational experience. The legislation recognizes the diverse needs of children, including those with disabilities and from socially marginalized communities, promoting inclusive education practices. It mandates the creation of an environment that caters to the specific requirements of children with disabilities, ensuring their integration into mainstream educational settings.

• The Act also tackles issues related to infrastructure, teacher-student ratios, and the overall quality of education. It mandates the provision of essential facilities in schools, such as classrooms, libraries, and playgrounds, contributing to a conducive learning environment. Additionally, the RTE Act outlines guidelines for teacher recruitment, training, and workload, aiming to enhance the quality of teaching and, consequently, the overall educational experience.

• By establishing a legal framework for elementary education, the RTE Act holds governments accountable for the effective implementation of these provisions. It delineates the roles and responsibilities of various stakeholders, including central and state governments, local authorities, and parents, in ensuring the fulfillment of the right to education. The Act introduces mechanisms for monitoring and redressal, allowing individuals to seek legal remedies in case of violations or non-compliance.

• In essence, the Right to Education Act in India is a visionary piece of legislation that not only recognizes education as a fundamental right but also envisions a holistic and inclusive approach to elementary education. As a transformative legal framework, it strives to create a foundation for a more equitable and enlightened society by ensuring that every child has the opportunity to receive quality education, irrespective of socio-economic background or other barriers.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers :

Question 1.
What does U.E.E. stand for in the context of education in India?
(i) Universal Education and Excellence
(ii) Universalisation of Elementary Education
(iii) United Educational Endeavors
(iv) Uniformity in Educational Excellence
Answer:
(ii) Universalisation of Elementary Education

Question 2.
At what age group does Universalisation of Elementary Education (U.E.E.) aim to provide education?
(i) 3-8 years
(ii) 6-14 years
(iii) 10-18 years
(iv) 12-16 years
Answer:
(ii) 6-14 years

Question 3.
What is the primary focus of Universalisation of Elementary Education?
(i) Secondary education for all
(ii) Tertiary education for all
(iii) Elementary education for all children
(iv) Higher education for selected individuals
Answer:
(iii) Elementary education for all children

Question 4.
Which act serves as the cornerstone of U.E.E. and emphasizes free and compulsory education for all children aged 6 to 14 years?
(i) National Policy on Education (NPE)
(ii) Right to Education (RTE) Act
(iii) Sarva Shiksha Abhiyan (SSA)
(iv) District Primary Education Programme (DPEP)
Answer:
(ii) Right to Education (RTE) Act

Question 5.
What are the three stages involved in the Universalisation of Elementary Education?
(i) Provision, Enrolment, and Retention
(ii) Access, Quality, and Inclusivity
(iii) Infrastructure, Teacher Training, and Curriculum
(iv) Primary, Secondary, and Tertiary ‘
Answer:
(i) Provision, Enrolment, and Retention

Question 6.
Sarva Shiksha Abhiyan (SSA). is an effort to universalize elementary education by:
(i) Centralized control
(ii) Community ownership of the school system
(iii) Privatization of schools
(iv) Teacher-driven initiatives
Answer:
(ii) Community ownership of the school system

Question 7.
Operation Blac kboard, implemented in 1987, aimed at:
(i) Promoting sports in schools
(ii) Improving the quality of primary education
(iii) Establishing vocational training centers
(iv) Enhancing art and cultural education
Answer:
(ii) Improving the quality of primary education

Question 8.
What was the primary focus of Operation Blackboard?
(i) Providing two classes in each primary school
(ii) Constructing special toilets for girls and boys
(iii) Appointing at least fifty percent female teachers
(iv) All of the above
Answer:
(iv) Ail of the above

Question 9.
District Primary Education Programme (DPEP) was initiated in:
(i) 1986
(ii) 1994
(iii) 2001
(iv) 2009
Answer:
(ii) 1994

Question 10.
What is the main aim of DPEP?
(i) Improving secondary education
(ii) Ensuring universal access to higher education
(iii) Reviving and universalizing primary education
(iv) Promoting vocational education
Answer:
(iii) Reviving and universalizing primary education

Question 11.
The Mid-Day Meal Scheme was launched to:
(i) Provide financial assistance to students
(ii) Enhance the quality of elementary education
(iii) Promote extracurricular activities in schools
(iv) Address nutritional needs of primary school children
Answer:
(iv) Address nutritional needs of primary school children

Question 12.
When was the Mid-Day Meal Scheme initially launched in India?
(i) 1986
(ii) 1995
(iii) 2001
(iv) 2009
Answer:
(ii) 1995

Question 13.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in:
(i) 1990
(ii) 2001
(iii) 2009
(iv) 2018
Answer:
(iii) 2009

Question 14.
What is the financing pattern of the RMSA scheme between the Center and the States?
(i) 50:50
(ii) 75:25
(iii) 80:20
(iv) 60:40
Answer:
(ii) 75:25

Question 15.
What is the main objective of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA)?
(i) Universalization of elementary education
(ii) Raising the minimum level of education till class X
(iii) Promoting vocational education
(iv) Enhancing the quality of higher education
Answer:
(ii) Raising the minimum level of education till class X

Question 16.
Sarva Shiksha Abhiyan (SSA) in India covers education from:
(i) Pre-school to class 5
(ii) Pre-school to class 8
(iii) Pre-school to class 12
(iv) Pre-school to university level
Answer:
(iii) Pre-school to class 12

Question 17.
What is the primary focus of the Quality Improvement component under SSA?
(i) Infrastructure development
(ii) Teacher training
(iii) Digital initiatives
(iv) Vocational education
Answer:
(ii) Teacher training

Question 18.
The Right to Education (RTE) Act 2009 became effective on:
(i) April 1,2000
(ii) April 1,2010
(iii) January 1, 2009
(iv) January 1, 2010
Answer:
(ii) April 1, 2010

Question 19.
According to the RTE Act, what does ‘free education’ mean?
(i) Education without any rules
(ii) Education without exams
(iii) Education without fees or charges
(iv) Education without teachers
Answer:
(iii) Education without fees or charges

Question 20.
What is the age group covered by the RTE Act for providing free and compulsory education?
(i) 3-10 years
(ii) 6-14 years
(iii) 10-18 years
(iv) 12-16 years
Answer:
(ii) 6-14 years

Question 21.
Which article of the Indian Constitution is associated with the Right to Education?
(i) Article 21
(ii) Article 41
(iii) Article 51A
(iv) Article 15
Answer:
(iii) Article 21A

Question 22.
The RTE Act prohibits the employment of teachers for non-educational work, except for:
(i) Sports events
(ii) Decennial census
(iii) Cultural festivals
(iv) Political campaigns
Answer:
(ii) Decennial census.

Question 23.
What does SSA stand for?
(i) Sarva Shiksha Act
(ii) Sustainable School Abhiyan
(iii) Sarva Shiksha Abhiyan
(iv) Secondary School Association
Answer:
(iii) Sarva Shiksha Abhiyan

Question 24.
Which initiative is aimed at reducing gender, social, and regional disparities in secondary education?
(i) DPEP
(ii) SSA
(iii) RMSA
(iv) RTE
Answer:
(iii) RMSA

Question 25.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) emphasizes improving education with a focus on:
(i) History and Geography
(ii) Science, Mathematics, and English
(iii) Arts and Humanities
(iv) Vocational subjects
Answer:
(ii) Science, Mathematics, and English

II. Fill in the blanks :

Question 1.
U.E.E. stands for in the context of education in India.
Answer:
Universalisation of Elementary Education

Question 2.
Universalisation of Elementary Education aims to provide education, to children in the age group of .
Answer:
6-14 years

Question 3.
Sarva Shiksha Abhiyan (SSA) focuses on universalizing elementary education through
Answer:
community ownership of the school system

Question 4.
Operation Blackboard, implemented in 1987, aimed at imprbving the of primary education.
Answer:
quality

Question 5.
District Primary Education Programme (DPEP) was initiated in to revive and universalize primary education.
Answer:
1994

Question 6.
The Mid-Day Meal Scheme was launched in India to address the of primary school children.
Answer:
nutritional needs

Question 7.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched with a financing pattern of between the Center and the States.
Answer:
75:25

Question 8.
The Right to Education (RTE) Act 2009 became effective on .
Answer:
April 1, 2010

Question 9.
According to the RTE Act, ‘free education’ means education without any .
Answer:
fees or charges

Question 10.
The age group covered by the RTE Act for providing free and compulsory education is
Answer:
6-14 years

Question 11.
SSA covers education from pre-school to .
Answer:
class 1

Question 12.
The primary focus of the Quality Improvement component under SSA is .
Answer:
teacher training

Question 13.
Samagra Shiksha Abhiyan (SSA) subsumes three existing schemes, namely SSA, RMSA, and .
Answer:
Teacher Education (TE)

Question 14.
SSA aims to provide holistic education, addressing pre-school to .
Answer:
class 12

Question 15.
The Right to Education (RTE) Act was implemented in India in response to the constitutional mandate of .
Answer:
Article

Question 16.
The RTE Act prohibits the employment of teachers for non-educational work, except for
Answer:
decennial census

Question 17.
Samagra Shiksha Abhiyan (SSA) promotes the integration of in education.
Answer:
technology

Question 18.
SSA focuses on improving school infrastructure, including the construction of classrooms, libraries, laboratories, and facilities.
Answer:
toilet

Question 19.
SSA emphasizes the professional development of teachers through various programs.
Answer:
training

Question 20.
The RTE Act places an obligation on the appropriate Government and local authorities to ensure admission, attendance, and completion of elementary education by all children in the age group.
Answer:
6-14 years

II. Correct the Sentences :

Question 1.
Universalisation of Elementary Education (U.E.E.) aims to make education available to all children in the age group of 3-10 years.
Answer:
Universalisation of Elementary Education (U.E.E.) aims to make education available to all children in the age group of 6-14 years.

Question 2.
Operation Blackboard, implemented in 1987, aimed at constructing special toilets for girls and boys in primary schools.
Answer:
Operation Blackboard, implemented in 1987, aimed at improving the quality of primary education and providing at least two classes in each primary school.

Question 3.
District Primary Education Programme (DPEP) was initiated in 2001 to improve secondary education.
Answer:
District Primary Education Programme (DPEP) was initiated in 1994 to revive and universalize primary education.

Question 4.
The Mid-Day Meal Scheme was launched in 2007 with the aim of improving enrollment, presence, and retention of children in schools.
Answer:
The Mid-Day Meal Scheme was launched in 1995 with the aim of improving the nutritional status of children in primary schools.

Question 5.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) became effective in 2010 with a financing pattern of 50:50 between the Center and the States.
Answer:
Rashtriya Madhyamik Shiksha Abhiyan (RMSA),was launched in 2009-10 with a financing pattern of 75:25 between the Center and the States.

Question 6.
Sarva Shiksha Abhiyan (SSA) was launched in 2001 as a response to the demand for quality higher education.
Answer:
Sarva Shiksha Abhiyan (SSA) was launched in 2001 as an effort to universalize elementary education by community ownership of the school System.

Question 7.
The Right to Education (RTE) Act 2009 came into effect on January 1, 2010.
Answer:
The Right to Education (RTE) Act 2009 came into effect on April 1, 2010.

Question 8.
RTE Act prohibits the employment of teachers for non-educational work, except for cultural festivals.
Answer:
RTE Act prohibits the employment of teachers for non-educational work, except for decennial census, elections, and tragedy assistance.

Question 9.
Samagra Shiksha Abhiyan (SSA) is an independent scheme launched in 2018, separate from Sarva Shiksha Abhiyan (SSA).
Answer:
Samagra Shiksha Abhiyan (SSA) is an integrated scheme launched in 2018, subsuming Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA).

Question 10.
The Right to Education (RTE) Act 2009 specifies the responsibility of parents in providing appropriate and firee compulsory education.
Answer:
The Right to Education (RTE) Act 2009 specifies the responsibility of parents, governments, and local authorities in providing appropriate and free compulsory education.

II. Answer the following questions in one word :

Question 1.
What does U.E.E. stand for in education?
Answer:
Universalisation of Elementary Education

Question 2.
At what age group does U.E.E. aim to provide education?
Answer:
6-14 years ,

Question 3.
What are the three stages involved in U.E.E.?
Answer:
Provision, Enrolment, Retention

Question 4.
Which act emphasizes free and compulsory education for children aged 6 to 14 years?
Answer:
RTE Act

Question 5.
Which initiative focuses on community ownership of the school system?
Answer:
Sarva Shiksha Abhiyan (SSA)

Question 6.
Which scheme aimed at improving the quality of primary education and reducing dropouts?
Answer:
Operation Blackboard

Question 7.
When was the Mid-Day Meal Scheme initially launched in India?
Answer:
1995

Question 8.
What is the financing pattern of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA)?
Answer:
75:25 (Center:States)

Question 9.
Which article of the Indian Constitution is associated with the Right to Education?
Answer:
Article 21A

Question 10.
What ddes ‘free education’ mean according to the RTE Act?
Answer:
Education without fees or charges

Question 11.
What is the age group covered by the RTE Act for providing free and compulsory education?
Arts.
6-14 years

Question 12.
Which scheme was launched in 2018 and integrates three existing education schemes?
Answer:
Samagra Shiksha Abhiyan (SSA)

Question 13.
Which program emphasizes equal access to education and improving quality?
Answer:
Samagra Shiksha Abhiyan (SSA)

Question 14.
What does the Right to Education (RTE) Act prohibit teachers from participating in, except for specific events?
Answer:
Decennial census

Question 15.
Which act became effective on April 1, 2010, ensuring free and compulsory education for children?
Answer:
RTE Act 2009

Universalisation of elementary education and right to education:
Universalisation of Elementary Education (U.E.E.) is an educational term refers to make education available to all children in the age of group of 6-14 or in classes I-VII. It means the education for every child .to complete the stage of Elementary or Primary education either formal or nonformal means of education. Here all children covered the children of every community castes, creed, religions, handicapped, orphans or destitutes and disadvantaged groups. It signifies that education is for all and not for a selected few. This concept accepts that education is the birth right of every child. This means all children belonging to the rich and the poor living in towns as well as rural areas or hills and plains, which are accessible with difficulty; have to be provided with facilities for elementary education.

In short, universalisation of elementary education is the educational provision for all children to educate elementary education without any dropouts. Universalisation of elementary education also means free and compulsory elementary education for all children till they complete 14 years of age. Universalisation of Elementary Education involved the three years stages or steps, which are Universalisation of Provision, Universalisation of Enrolment, and Universalisation of Retention. Sarva Shiksha Abhiyan is an effort to universalise elementary education by community ownership of the school system. It is a response to the demand for quality basic education all over the country. The SS A programme is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community owned quality education in a mission mode.

Operation Blackboard : A scheme has been implemented by the Indian Government as per the recommendation produced by NPE during Rajiv Gandhi’s reign in 1987. The most important objectives of Operation Blackboard were improvement in the quality of primary education: Reducing rate of wastage and stagnation: To attract aU children, especially girls in primary education, so that the dream of education can be realized for all. This plan was mainly focused on providing at least two classes in each primary school; Special toilets for girls and boys; Appointing at least fifty percent female teachers of the total teachers.

District Primary Education Programme (DPEP): In order to revive primary education system and to achieve the goal of universalization of the primary education. The District Primary Education Programmme (DPEP) was started in 1994. DPEP adopted for adopting universal approach, improving retention and learning achievements and reducing inequalities among social groups. The main aims of this program are reach to primary education by formal/non-formal stream for all children, to trim down differences in enrolment of the children, drop-out rates knowledge attainment among gender and group of weaker section of the society to less than 5 per cent, to reduce dropout rates for all the children to less than 10 per cent and to rise average achievement rate 25 per cent by measured by measured baseline level and ensure attainment of basic literacy and the numeracy competencies and the minimum of forty per cent in other competencies by all primary education children.

Mid-Day Meal Scheme : Government of India was launched the National Program of nourishment Support for Primary Education (NP-NSPE) on 15th August, 1995. The essential or main objective of the scheme is to help get better the effectiveness of elementary education by improving the dietary status of children of primary school. Initially, this scheme was implement in 2,408 blocks in the country so that the students could be fed food in five sections from one to one in the schools run by food, government aided and local body. From 1997-98, the scheme of MDM was executed in all over India. Under this scheme, all the children enroll in course/class 1 to five contain a ripe Mid-Day Meal with three hundred calories and twelve grams of protein. In October 2007, in this scheme, 3,499 educationally backward classes were included in the upper primary classes from six to eight students. It was expected that MDM will improve enrolment, presence and retention of the children in schools.

The Rashtriya Madhyamik Shiksha Abhiyan (RMSA): With a financing pattern of 75:25 between the Center and the States, a scheme sponsored by the Central Government was launched in 2009-10. The most important objectives of this scheme are: (1) to raise the minimum level of education till class X and to make secondary education entire. (2) To recognize good quality secondary education with focus on Science, Mathematics and English. To (3) educing gender, social and regional interval to get better enrollment, dropout and retention (1) Sarva Shiksha Abhiyan (SSA) in India :

(1) Sarva Shiksha Abhiyan (SSA) is a flagship program in India that embodies the nation’s commitment to achieving Universal Elementary Education (UEE). Launched in 2001, SSA is a centrally sponsored scheme aimed at providing free and compulsory education toall children in the age group of 6 to 14 years. Sarva Shiksha Abhiyan, meaning ‘Education for All’ in Hindi, was introduced with the objective of bridging educational disparities and ensuring access to quality education for every child across the diverse socio-economic spectrum of India. This initiative represents a crucial step towards fulfilling the constitutional mandate of the Right to Education (RTE) Act, 2009.

The primary objectives of SSA include:

1. Ensuring universal access and enrollment of all children in elementary education.
2. Bridging gender and social category gaps in education.
3. Ensuring that children complete eight years of elementary schooling with satisfactory learning outcomes.
4. Focusing on the needs of children with special requirements through inclusive education practices.
5. Enhancing the quality of education through teacher training and the provision of necessary infrastructure and learning materials.

Achievements of SSA:- Over the years, SSA has achieved significant milestones, contributing to the improvement of elementary education in India :

1. Increased Enrollment: SSA has played a pivotal role in increasing enrollment rates, especially among marginalized communities and the girl child.
2. Infrastructure Development: The program has led to the construction and upgrade of schools, providing better facilities for students and teachers.
3. Quality Enhancement: Teacher training programs and the development of teaching materials have positively impacted the quality of education.
4. Inclusive Education : SSA has contributed to fostering a more inclusive educational environment, addressing the needs of children with disabilities and those from marginalized backgrounds.

Challenges and Criticisms :- Despite its successes, SSA faces several challenges :

1. Infrastructure Disparities : Disparities in infrastructure development persist across regions, affecting the overall quality of education.
2. Teacher Shortages : Shortages of qualified teachers in some areas hinder the effective implementation of SSA.
3. Quality of Learning Outcomes : While enrollment has increased, ensuring that students receive a quality education with satisfactory learning outcomes remains a challenge.

Sarva Shiksha Abhiyan stands as a cornerstone in India’s journey towards Universal Elementary Education. Despite challenges, its multifaceted approach has significantly contributed to increasing enrollment, improving infrastructure, and fostering inclusive education. As India continues to evolve its educational landscape, SSA remains a vital instrument in realizing the vision of education for all.

2. Samagra Shiksha Abhiyan (SSA) :
Samagra Shiksha Abhiyan (SSA) is an integrated scheme for school education in India, which was launched in 2018. It is an umbrella program that subsumes three existing schemes – Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Teacher Education (TE). The merger of these schemes aims to bring about a holistic and integrated approach to school education from pre-school to class 12.

Objectives :

1. Holistic Education: SSA aims to provide holistic education, addressing not only elementary education (as in the case of SSA) but also secondary education (as in the case of RMSA) and teacher education.
2. Equal Access : The scheme focuses on ensuring equal access to education, irrespective of gender, socio-economic background, or geographical location.
3. Improving Quality : SSA aims to enhance the quality of education by improving infrastructure, training teachers, and introducing innovative teaching methods.
4. Inclusive Education : The scheme promotes inclusive education by addressing the needs of children with special needs and other marginalized groups.
5. Teacher Development: SSA emphasizes the professional development of teachers through various training programs, ultimately improving the overall quality of education.

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 11 Motivation in Learning – Meaning, Types & Techniques of Motivation Questions and Answers.

CHSE Odisha 12th Class Education Chapter 11 Question Answer Motivation in Learning – Meaning, Types & Techniques of Motivation

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What is motivation in learning?
Answer:
Motivation in learning refers to the driving force that influences individuals to actively engage in educational activities, shaping their persistence, effort, and overall success.

Question 2.
How is motivation defined by Feldman (2015)?
Answer:
Feldman defines motivation as “the factors that direct and energize the behavior of humans and other organisms.”

Question 3.
What is intrinsic motivation in learning?
Answer:
Intrinsic motivation involves the internal factors that drive individuals to engage in learning for the inherent enjoyment,
curiosity, or personal satisfaction associated with the activity itself.

Question 4.
Give an example of extrinsic motivation.
Answer:
Extrinsic motivation involves external factors like rewards or praises. An example is receiving a certificate for academic achievement, which serves as an external motivator.

Question 5.
How does a positive learning environment contribute to motivation?
Answer:
A positive learning environment, characterized by inclusivity and support, fosters a sense of belonging and psychological safety, contributing significantly to learners’ motivation to actively participate.

Question 6.
Why is autonomy important in enhancing motivation?
Answer:
Autonomy in learning, providing students with choices and decision-making power, enhances motivation by empowering learners to take ownership of their educational journey.

Question 7.
What is the significance of incorporating real-world relevance in teaching?
Answer:
Illustrating real-world applications makes the content more interesting and relevant to students, sparking their interest and motivation to understand the practical implications of what they are learning.

Question 8.
How does collaborative learning promote motivation?
Answer:
Collaborative learning experiences, such as group projects, encourage students to support and motivate each other, fostering social motivation and enhancing the overall learning experience.

Question 9.
Why is setting incremental challenges important for motivation?
Answer:
Incremental challenges provide a sense of achievement and progress, motivating learners to stretch their capabilities and build confidence in their abilities.

Question 10.
What is the role of gamification in enhancing motivation in learning?
Answer:
Gamification, incorporating elements like point systems or badges, makes the learning experience more enjoyable and motivating by leveraging the human inclination for challenge and achievement.

II. Answer with in Five/Six sentence:

Question 1.
What is motivation in learning, and how can it be described in terms of human behavior?
Answer:
Motivation in learning is a driving force that influences individuals to behave in a certain way. It can be described as the process that initiates and directs various activities, both physical and psychological. For instance, a desire for praise from a teacher or the wish to gain knowledge about a specific subject can motivate individuals to engage in certain behaviors.

Question 2.
How has the term motivation been defined by different scholars, and what are some common themes in these definitions?
Answer:
Scholars like Feldman, Feist and Rosenberg, Chamorro-Premuzic, Quick, Nelson, and Khandelwal, Nolen-Hoeksema et al, Morgan et al, and Petri have defined motivation in various ways. Common themes in these definitions include factors directing behavior, the urge to move towards goals, internal states propelling action, the process of arousing and sustaining goal-directed behavior, and conditions energizing behavior with direction.

Question 3.
What are the types of motivation, and how do primary and secondary motivation differ?
Answer:
Types of motivation include primary (basic) and secondary (learned) motivation. Primary motivation involves fundamental needs related to survival, such as hunger and sleep. Secondary motivation, on the other hand, is learned and varies among individuals based on their priorities and values.

Question 4.
Differentiate between intrinsic and extrinsic motivation, providing examples for each.
Answer:
Intrinsic motivation comes from within an individual and involves engaging in an activity for its inherent satisfaction. Extrinsic motivation, however, is external and involves seeking rewards or avoiding punishments. Examples of intrinsic motivation include a genuine interest in a subject, while extrinsic motivation can be seen in the desire for rewards like praise or money.

Question 5.
How does a positive learning environment contribute to motivation, and why is it important?
Answer:
A positive learning environment fosters motivation by creating an atmosphere of inclusivity, encouragenient, and respect. When students feel valued and supported, they are more , likely to actively participate in the learning process, contributing to a positive educational experience.,

Question 6.
Explain the concept of autonomy in learning and its impact on motivation.
Answer:
Autonomy in learning involves providing students with a degree of choice and independence in their educational journey. Allowing students to make decisions about projects or assessment methods empowers them, fostering a sense of responsibility and promoting a more self-directed approach to learning, thus enhancing motivation.

Group – B

Long Type Questions With Answers

Question 1.
To what extent does motivation play a central role in the learning process, constituting its essential core?
Answer:
Motivation is undeniably the linchpin of the learning process, serving as its essential core. The extent to which motivation influences learning is profound, shaping the trajectory of educational experiences and outcomes. At its core, motivation is the driving force that propels individuals to engage in learning activities, directs their focus, and sustains their efforts over time.

• One of the fundamental ways in which motivation impacts the learning process is by initiating the journey of knowledge acquisition. It acts as the catalyst, prompting individuals to embark on the exploration of new concepts, skills, or subjects. Whether driven by a desire for personal growth, academic achievement, or career advancement, motivation is the spark that ignites the educational endeavor.

• Moreover, motivation plays a pivotal role in sustaining learners’ efforts throughout their educational journey. The challenges inherent in the learning process, be it mastering complex concepts or overcoming obstacles, often require persistence and resilience. Motivation acts as the fuel that keeps learners committed to their goals, encouraging them to persevere in the face of difficulties. It transforms the learning experience from a mere obligation into a purposeful and fulfilling pursuit.

• Motivation also contributes significantly to the direction of learning activities. It province a sense of purpose and goal orientation, guiding learners towards specific. objective,. goals, whether short-term tasks or long-term achievements, give learner a roadmap to follow and create a framework for their educational endeavors. This sense of direction not only enhances focus but also ensures that learning activities are purposeful and aligned with individual aspirations.

• Furthermore, motivation amplifies the level of engagement in the learning process. When individuals’are motivated, they actively participate in class discussions, seek additional resources, and exhibit a genuine interest in the subject matter. This heightened engagement is not merely a passive reception of information but an active involvement that fosters a deeper understanding and retention of knowledge.

• Motivation is not a static entity; it evolves and adapts throughout the learning journey. It responds to internal states, external stimuli, and the changing dynamics of the educational environment. This dynamic nature of motivation adds a layer of complexity to the learning process, influencing the depth and breadth of knowledge construction.

• In essence, motivation is the heartbeat of the learning process, pulsating through every phase and aspect of education. It initiates learning, sustains effort, provides direction, enhances engagement, and adapts to the evolving needs of learners. Recognizing and nurturing motivation as the core essence of the learning process is paramount for educators and institutions seeking to create an environment conducive to meaningful and impactful education.

Question 2.
What constitutes motivation, and what are the different categories it falls into? Additionally, explore the conditions that foster and enhance motivational experiences.
Answer:
Motivation is a multifaceted concept encompassing the driving forces that initiate, guide, and sustain human behavior. It is the internal or external impetus that propels individuals to act, pursue goals, and engage in activities, whether physical or mental. Understanding motivation involves delving into its various types and exploring the conditions that create an environment conducive to fostering and enhancing motivational experiences.

Types of Motivation:
• Intrinsic Motivation : Intrinsic motivation arises from within an individual and is driven by internal factors. It involves engaging in activities for the inherent satisfaction, enjoyment, or interest they bring. For example, a student studying a subject out of genuine curiosity or an artist creating for the joy of self-expression demonstrates intrinsic motivation.

• Extrinsic Motivation : Extrinsic motivation, on the other hand, is influenced by external factors such as rewards, punishments, or recognition. Individuals engage in activities not for the inherent enjoyment but for the externa! outcomes or consequences. Examples include studying for grades, working for a paycheck, or participating in a competition for a trophy.

• Achievement Motivation : Achievement motivation centers around the desire for success and the avoidance of failure. Individuals with high achievement motivation set challenging goals, take pride in accomplishments, and persist in the face of difficulties. Fear of failure can also drive achievement motivation, as individuals strive to avoid negative outcomes.

• Social Motivation : Social motivation emphasizes the impact of social factors on behavior. This type of motivation includes the desire for social approval, affiliation, or acceptance. The influence of peers, family, and societal norms plays a crucial role in shaping social motivation.

• Competence Motivation : Competence motivation revolves around the desire to develop and demonstrate competence in a specific domain. Individuals with high competence motivation seek to master skills, overcome challenges, and continuously improve their capabilities.

Conditions that Foster and Enhance Motivational Experiences :
• Clear Goals and Objectives : Well-defined and achievable goals provide a sense of direction and purpose, fostering motivation. Knowing what needs to be accomplished and having a roadmap for achievement enhances motivation by providing a clear focus.

• Autonomy and Choice: Allowing individuals the autonomy to make choices in their learning or work fosters a sense of ownership and control. When people feel they have a say in their activities, intrinsic motivation tends to flourish.

• Feedback and Recognition : Constructive feedback that acknowledges efforts and achievements contributes to enhanced motivation. Positive recognition, whether from peers, supervisors, or mentors, reinforces the connection between effort and positive outcomes.

• Supportive Environment : A positive and supportive environment, characterized by encouragement, respect, and inclusivity, nurtures motivation. Feeling valued and supported creates a psychological safety net, promoting a willingness to take risks and engage in challenging tasks.

• Relevance and Meaning : Connecting activities to real-world relevance and personal meaning enhances motivation. Understanding the practical applications and significance of tasks contributes to a deeper engagement with the material.

• Social Interaction and Collaboration: Opportunities for social interaction and collaboration contribute to social motivation. Working together towards shared goals and experiencing a sense of community enhances the overall motivational experience.

• In conclusion, motivation is a dynamic force influenced by diverse factors, and understanding its various types and the conditions that foster it is crucial for creating environments that promote positive and meaningful engagement in learning and other activities.

Question 3.
How can motivation be defined, and what strategies can teachers employ to uncover, guide, and leverage a child’s motives and interests to enhance educational engagement ?
Answer:
Motivation is the driving force that initiates, directs, and sustains behavior toward the accomplishment of goals. It encompasses the internal and external factors that influence an individual’s willingness to engage, persist, and succeed in tasks or activities. In the context of education, understanding and harnessing motivation are critical for creating a dynamic and effective learning environment.

Strategies to Uncover, Guide, and Leverage a Child’s Motives and Interests :
• Observation and Active Listening : Teachers can uncover a child’s motives and interests through keen observation and active listening. Paying attention to verbal and non-verbal cues provides insights into what captures a child’s attention and enthusiasm. Teachers can use this information to tailor their instructional approaches.

• Build Relationships and Trust : Developing strong teacher-student relationships fosters trust and open communication. When students feel a connection with their teacher, they are more likely to share their interests and motivations. Creating a supportive and trusting environment encourages children to express their passions.

• Conduct Interest Surveys : Administering interest surveys or questionnaires can be an effective method to directly discover a child’s preferences and motivations. These surveys can inquire about hobbies, favorite subjects, and preferred learning styles, helping teachers tailor lessons to individual interests.

• Incorporate Personalized Learning.: Embracing personalized learning approaches allows teachers to cater to individual interests and motivations. Offering choice in assignments, projects, or reading materials empowers students to pursue topics that resonate with their interests, increasing their engagement.

• Relate Learning to Real-World Applications : Teachers can guide and enhance a child’s motivation by connecting lessons to real-world applications. Demonstrating how academic concepts are relevant to everyday life helps students see the practical significance of what they are learning, making the educational experience more meaningful.

• Encourage Curiosity and Inquiry : Fostering a culture of curiosity and inquiry in the classroom encourages students to explore their interests. Teachers can provide opportunities for independent research, projects, or presentations that align with a child’s motivations, promoting self-directed learning.

• Provide Timely and Constructive Feedback : Timely and constructive feedback is essential for guiding a child’s efforts. Recognizing and celebrating achievements, both big and small, reinforces positive behavior and motivates students to continue their educational pursuits.

• Integrate Technology and Multimedia : Utilizing technology and multimedia resources aligns with the interests of many students. Incorporating educational games, videos, or interactive platforms can make learning more engaging and appealing, leveraging technology to enhance educational motivation.

• Create a Positive Learning Environment: A positive and inclusive learning environment contributes to motivation. When students feel safe, valued, and respected, they are more likely to be motivated to participate actively in the educational process.

• Facilitate Collaborative Learning : Collaborative learning experiences, such as group projects or discussions, provide opportunities for students to share their interests and learn from each other. Collaboration enhances social motivation and promotes a sense of community within the classroom.

In conclusion, defining motivation as the driving force behind behavior highlights its crucial role in education. Teachers can employ these strategies to not only discover a child’s motives and interests but also to guide and leverage them effectively, creating a learning experience that is personalized, engaging, and aligned with individual motivations.

Group – C

Objective type Questions with Answers
1. Multiple Choice Questions with Answers :

Question 1.
What is motivation in the context of learning?
(i) A static internal state
(ii) A process that directs behavior
(iii) Exclusively extrinsic factors
(iv) A hindrance to learning
Answer:
(ii) A process that directs behavior

Question 2.
From which Latin word is the term “motivation” derived?
(i) Cognitare
(ii) Movere
(iii) Scientia
(iv) Aestimare
Answer:
(ii) Movere

Question 3.
According to Feldman, how does he define motivation?
(i) The urge to move towards one’s goals
(ii) An internal state oriented toward-satisfying instincts
(iii) The factors that direct and energize behavior
(iv) A process of arousing and sustaining goal-directed behavior
Answer:
(iii) The factors that direct and energize behavior

Question 4.
What is the main characteristic of intrinsic motivation?
(i) External rewards and recognition
(ii) Motivation from outside the person
(iii) The urge to move towards one’s goals
(iv) Motivation driven by internal satisfaction and enjoyment
Answer:
(iv) Motivation driven by internal satisfaction and enjoyment

Question 5.
Which type of motivation involves rewards and praises from external sources?
(i) Intrinsic motivation
(ii) Extrinsic motivation
(iii) Achievement motivation
(iv) Competence motivation
Answer:
(ii) Extrinsic motivation

Question 6.
What is one advantage’of extrinsic motivation?
(i) Decreases intrinsic motivation
(ii) Effective for tasks requiring creative thinking
(iii) Linked only with the increase in behavior
(iv) Can enhance both behavior and performance
Answer:
(iv) Can. enhance both behavior and performance

Question 7.
How does a positive learning environment contribute to motivation?
(i) By providing excessive rewards
(ii) By fostering a sense of belonging and support
(iii) By limiting autonomy
(iv) By ignoring individual progress
Answer:
(ii) By fostering a sense of belonging and support

Question 8.
What does autonomy in learning refer to?
(i) Restricting students’ choices
(ii) Providing external rewards
(iii) Allowing students to make decisions in their learning
(iv) Avoiding varied instructional strategies
Answer:
(iii) Allowing students to make decisions in their learning

Question 9.
Which instructional strategy involves using diverse methods to cater to different learning styles?
(i) Setting clear goals
(ii) Providing intrinsic motivation
(iii) Using varied instructional strategies
(iv) Offering rewards and recognition
Answer:
(iii) Using varied instructional strategies

Question 10.
Why is real-world relevance important in learning?
(i) To. create a monotonous learning experience
(ii) To disconnect theoretical concepts from practical scenarios
(iii) To spark interest and motivation
(iv) To limit students’understanding of knowledge
Answer:
(iii) To spark interest and motivation

Question 11.
How does collaboration contribute to motivation in learning?
(i) By limiting social interactions
(ii) By promoting competition only
(iii) By fostering a sense of community and support
(iv) By discouraging peer interactions
Answer:
(iii) By fostering a sense of community and support

Question 12.
What does setting incremental challenges aim to achieve in learning?
(i) Decrease in progress
(ii) Overwhelming complexity
(iii) A sense of achievement and progress
(iv) Discouragement of efforts
Answer:
(iii) A sense of achievement and progress

Question 13.
How does feedback contribute to motivation in, learning?
(i) By ignoring individual progress
(ii) By providing generic comments
(iii) By guiding students on their learning journey
(iv) By discouraging efforts
Answer:
(iii) By guiding students on their learning journey

Question 14.
What does gamification involve in the context of learning?
(i) Providing extrinsic rewards only
(ii) Using only traditional teaching methods
(iii) Incorporating game-like elementsfinto the learning experience
(iv) Limiting student autonomy
Answer:
(iii) Incorporating game-like elements into the learning experience

Question 15.
Why is tapping into intrinsic interests important for motivation?
(i) To limit student engagement
(ii) To discourage personal connections to the material
(iii) To enhance motivation by aligning with individual preferences
(iv) To solely rely on extrinsic motivators
Answer:
(iii) To enhance motivation by aligning with individual preferences

II. Fill in the blanks :

Question 1.
Motivation can be described as a _____ that drives or pushes one in a certain direction or to behave in a certain way.
Answer:
Factor

Question 2.
The term motivation has been derived from a Latin word ‘movere’, which means _____.
Answer:
To Move

Question 3.
According to Feldman, motivation is defined as “the factors that direct and energize the _____ of humans and other organisms.”
Answer:
Behavior

Question 4.
Primary motivation includes needs related to hunger, thirst, sleep, sex, and the _____ of pain.
Answer:
Avoidance

Question 5.
Extrinsic motivation comes from outside the person and usually involves _____ and praises.
Answer:
Rewards

Question 6.
Extrinsic motivation may be effective with simpler tasks, but it may affect the _____ motivation of the person.
Answer:
Intrinsic

Question 7.
_____ motivation is a learned form of motivation and differs from individual to individual.
Answer:
Secondary

Question 8.
Motivation in learning is a dynamic force that drives individuals to engage actively in _____ pursuits.
Answer:
Education

Question 9.
Establishing clear and achievable goals provides learners with a sense of direction and
Answer:
Purpose

Question 10.
Encouraging intrinsic motivation involves emphasizing the inherent value and _____ of the learning process itself.
Answer:
Enjoyment

Question 11.
A positive and supportive learning environment contributes significantly to _____ .
Answer:
Motivation

Question 12.
Providing students with a degree of autonomy and choice in their learning can enhance _____.
Answer:
Motivation

Question 13.
Diverse teaching methods cater to different learning styles, keeping the learning experience dynamic and _____ .
Answer:
Engaging

Question 14.
Collaborative learning experiences, such as group projects, promote _____ motivation.
Answer:
Social

Question 15.
Gradually increasing the complexity of tasks provides a sense of _____ and progress.
Answer:
Achievement

III. Correct the Sentences

Question 1.
Motivation has been mainly termed as a factor that drives or pushes one in a certain direction or to behave in a certain way.
Answer:
Motivation is primarily defined as a factor that directs or propels individuals in a specific direction or behavior.

Question 2.
Motivation can be termed as a driving force or it can also be stated as a process that starts and drives various activities, whether physical or psychological (Gerrig and Zimbardo, 2006). Answer: Motivation can be described as a driving force or a process that initiates and propels various activities, whether physical or psychological (Gerrig and Zimbardo, 2006).

Question 3.
The term motivation has been derived from a Latin word ‘movere’, which means ‘to move’.
Answer:
The term motivation is derived from the Latin word ‘movere’, meaning ‘to move’.

Question 4.
A desire to get praise from the teacher may motivate a student to perform well in a class activity.
Answer:
The desire to receive praise from the teacher may motivate a student to excel in a class activity.

Question 5.
The term motivation has been defined in various ways as you can see below.
Answer:
The term motivation has been defined in various ways, as illustrated below.

Question 6.
Feldman defined motivation as “the factors that direct and energize the behaviour of humans and other organisms”.
Answer:
Feldman defined motivation as “the factors that direct and energize the behavior of humans and other organisms.”

Question 7.
Chamorro-Premuzic defined motivation as “an internal state, dynamic rather than static in nature, that propels action, directs behaviour and is oriented toward satisfying both instincts and cultural needs and goals”.
Answer:
Chamorro-Premuzic defined motivation as “an internal state, dynamic rather than static in nature, that propels action, directs behavior, and is oriented toward satisfying both instincts and cultural needs and goals.”

Question 8.
Quick, Nelson, and Khandelwal defined motivation as “the process of arousing and sustaining goal-directed behaviour”.
Answer:
Quick, Nelson, and Khandelwal defined motivation as “the process of arousing and sustaining goal-directed behavior.”

Question 9.
Nolen-Hoeksema et al describe motivation as “a condition that energizes behaviour and givesit direction”.
Answer:
Nolen-Hoeksema et al describe motivation as “a condition that energizes behavior and gives it direction.”

Question 10.
Petri defines motivation as “the process by which activities are started, directed and continued so that physical or psychological needs or wants are met”.
Answer:
Petri defines motivation as “the process by which activities are started, directed, and continued so that physical or psychological needs or wants are met.”

IV. Answer the following questions in one word :

Question 1.
What is motivation in learning?
Answer:
Motivation in learning refers to the driving force that influences individuals to actively engage in educational activities.

Question 2.
How is motivation defined by Feldman?
Answer:
Feldman defines motivation as “the factors that direct and energize the behavior of humans and other organisms.

Question 3.
What is the urge emphasized in Feist and Rosenberg’s definition of motivation?
Answer:
Feist and Rosenberg define motivation as “the urge to move towards one’s goals, to accomplish tasks.

Question 4.
How does Chamorro-Premuzic describe motivation?
Answer:
Chamorro-Premuzic defines motivation as “an internal state, dynamic rather than static, that propels action, directs behavior, and is oriented toward satisfying instincts and cultural needs and goals.”

Question 5.
According to Quick, Nelson, and Khandelwal, what is motivation?
Answer:
Quick, Nelson, and Khandelwal define motivation as “the process of arousing and sustaining goal-directed behavior.”

Question 6.
What does Nolen-Hoeksema et al. consider motivation as?
Answer:
Nolen-Hoeksema et al. describe motivation as “a condition that energizes behavior and gives it direction.”

Question 7.
How do Morgan et al. define motivation?
Answer:
Morgan et al. define inotivation as “the driving and pulling forces which result in persistent behavior directed toward particular goals.”

Question 8.
What is Petri’s definition of motivation?
Answer:
Petri defines motivation as “the process by which activities are started, directed, and continued so that physical or psychological needs or wants are met.”

Question 9.
What is primary motivation according to types of motivation?
Answer:
Primary motivation includes basic needs like hunger, thirst, sleep, and is related to the preservation of self. , .

Question 10.
How is extrinsic motivation defined?
Answer:
Extrinsic motivation comes from outside the person and involves rewards and praises.

Question 11.
What advantage does extrinsic motivation have, according to techniques?
Answer:
Extrinsic motivation is linked with an increase in behavior and performance.

Question 12.
What potential limitation does extrinsic motivation have?
Answer:
If the reward is removed, behavior may decrease, and if not increased, motivation may decrease.

Question 13.
What is the importance of a positive learning environment in techniques?
Answer:
A positive learning environment significantly contributes to motivation by fostering a sense of belonging and psychological safety.

Question 14.
How does autonomy contribute to motivation?
Answer:
Autonomy empowers learners to take ownership of their education, promoting a more self-directed approach to learning.

Question 15.
Why is setting incremental challenges important in techniques?
Answer:
Setting incremental challenges provides a sense of achievement, motivating learners to stretch their capabilities and build confidence.

Introduction

Motivation has been mainly termed as a factor that drives or pushes one in a certain direction or to behave in a certain way. Motivation can be termed as a driving force or it can also be stated as a process that starts and drives various activities, whether physical or psychological (Gerrig and Zimbardo, 2006). The term motivation has been derived from a Latin word ‘movere’, which means ‘to move’. It can thus be described in terms of drive, force, desires, needs and wishes that may lead to individuals behaving in a certain manner.

A desire to get praise from the teacher may motivate a student to perform well in a class activity. A wish to gain more knowledge about a certain subject may motivate an individual to take up an educational programme in that subject. A hunger drive may prompt an individual to buy biscuits or snacks. A desire to spend time with his/ her parents, may encourage a person to travel long distance. Thus any human behaviour can be said to be as a result of some kind of motivation.

The term motivation has been defined in various ways as you can see below :

1. Feldman defined motivation as “the factors that direct and energize the behaviour of humans and other organisms”.
2. Feist and Rosenberg define motivation as “the urge to move towards one’s goals, to accomplish tasks”.
3. Chamorro- Premuzic defined motivation as “an internal state, dynamic rather than static in nature, that propels action, directs behaviour and is oriented toward satisfying both instincts and cultural needs and goals”.
4. Quick, Nelson and Khandelwal defined motivation as “the process of arousing and sustaining goal directed behaviour”. ‘
5. Nolen-Hoeksema et al describe motivation as “a condition that energizes behaviour and givesit direction”.
6. Morgan et al define motivation as “the driving and pulling forces which result in persistent behaviour directed toward particular goals”.
7. Petri defines motivation as “the process by which activities are started, directed and continued so that physical or psychological needs or wants are met”.

Types of Motivation:
• Primary and Secondary Motivation : Primary motivation can also be termed as basic motivation and mainly includes the needs related to hunger, thirst, sleep, sex, avoidance of pain and so on. These mainly influence an individual’s behaviour at a basic level and these needs are also related to the basic need for preservation of self. Secondary motivation can be termed as learned motivation and these may differ from individual to individual. They are also related to the priorities and values of the individual.

• Extrinsic and Intrinsic Motivation: This is yet another way in which motivation can be: categorized. Extrinsic motivation can be defined as “motivation that comes from outside the person and usually involves rewards and praises”.The examples of extrinsic motivation are reward, praise, money, feedback and so on. Thus it consists of something outside the individual. Such motivators provide satisfaction/ pleasure that the activities/ tasks may not provide.

• Extrinsic motivation has a number of advantages as it is not only linked with the increase in behaviour but also with increase in performance. However, it also has limitation in the sense that, if, for instance, the reward is removed, then the behaviour may also decrease. And at the same time if the reward remains the same and is not increased, the motivation will also decrease. Further, extrinsic motivation may be effective with simpler tasks as opposed to tasks that require creative and lateral thinking. Moreover, it may also affect the intrinsic motivation of the person in carrying out the task.

For example, if a child enjoys keeping,his/ her room organized and tidy, but if parehts start providing reward for the same, the child will keep the room tidy not because of the intrinsic motivation, that is the enjoyment, but will do so because of the reward given by the parents. To take yet another example, if an employee adequately uses safety devices because he/ she is intrinsically i*notivated to do so and if his/ her supervisor provides him/ her with extrinsic motivators for use of the safety devices, the employee will start using the safety devices due to the extrinsic motivation and not due to the intrinsic motivation.

Techniques of motivation:
Motivation in learning is a dynamic force that drives individuals to engage actively in educational pursuits, influencing their persistence, effort, and overall success. Employing effective techniques of motivation is essential for educators to create an environment that inspires learners to explore, understand, and apply knowledge. Here, we will explore several key techniques to enhance motivation in the learning process.

1. Set Clear Goals : Establishing clear and achievable goals provides learners with a sense of direction and purpose. Clearly communicated learning objectives allow students to understand what is expected of them, fostering a sense of motivation to work towards specific outcomes. Breaking down larger goals into smaller, manageable tasks can make the learning journey more achievable and progress more measurable.

2. Provide Intrinsic Motivation : Encouraging intrinsic motivation involves emphasizing the inherent value and enjoyment of the learning process itself. This can be achieved by connecting the subject matter to students’ interests, allowing them to explore topics that resonate with their passions. Fostering curiosity and a genuine interest in the material can lead to sustained engagement and a desire to delve deeper into the content.

3. Offer Rewards and Recognition : While intrinsic motivation is powerful, extrinsic motivators such as rewards and recognition can also play a role. Acknowledging and celebrating achievements, whether through praise, certificates, or tangible incentives, reinforces the connection between effort and success. However, it is crucial to strike a balance to avoid over-reliance on external rewards, ensuring that the joy of learning remains a central driving force.

4. Cultivate a Positive Learning Environment : A positive and supportive learning environment contributes significantly tomotivation. Creating a classroom atmosphere that is inclusive, encouraging, and respectful fosters a sense of belonging and psychological safety. When students feel valued and supported, they are more likely to be motivated to actively participate in the learning process.

5. Encourage Autonomy Providing students with a degree of autonomy and choice in their learning ean enhance motivation. Allowing them to make decisions about project topics, learning pathways, or assessment methods empowers learners to take ownership of their education. Autonomy fosters a sense of responsibility and independence, promoting a more self-directed approach to learning.

6. Use Varied Instructional Strategies : Diverse teaching methods cater to different learning styles and preferences, keeping the learning experience dynamic and engaging. Incorporating interactive activities, hands-on experiments, group discussions, and multimedia resources adds variety to the instructional approach. This variety helps capture students’ interest and maintains their motivation by preventing monotony.

7. Establish Real-World Relevance : Illustrating the real-world applications and relevance of the content sparks interest and motivation. Connecting theoretical concepts to practical scenarios helps students see the value of what they are learning beyond the classroom. Understanding the practical implications of knowledge can inspire a deeper engagement with the subject matter.

8. Promote Collaboration : Collaborative learning experiences, such as group projects and peer interactions, promote social motivation. Working together towards common goals encourages students to support and motivate each other. Collaboration not only enhances the learning experience but also develops important interpersonal skills, contributing to overall motivation and satisfaction.

9. Set Incremental Challenges : Gradually increasing the complexity of tasks provides a sense of achievement and progress. Challenging but attainable goals motivate learners to stretch their capabilities and build confidence in their abilities. Celebrating small victories along the way reinforces the idea that effort leads to success.

10. Monitor Progress and Provide Feedback : Regularly assessing and communicating individual progress helps learners track their development. Constructive feedback that highlights strengths and suggests areas for improvement guides students on their learning journey. Knowing that their efforts are recognized and valued reinforces motivation and a sense of accomplishment.

11. Incorporate Gamification : Introducing elements of gamification, such as point systems, badges, or friendly competitions, can make the learning experience more enjoyable and motivating. Gamification leverages the natural human inclination for challenge and achievement, turning the learning process into a more interactive and rewarding experience.

12. Tap into Intrinsic Interests : Identifying and leveraging students’ intrinsic interests and pa’ssions enhances motivation. Tailoring learning experiences to align with their preferences and incorporating relevant examples from their areas of interest can make the material more engaging and personally meaningful.

In conclusion, motivation in learning is a nuanced interplay of intrinsic and extrinsic factors, requiring a thoughtful and varied approach. By implementing these techniques, educators can create a learning environment that inspires and sustains students’ motivation, fostering a positive and effective educational experience.

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 10 Learning as Construction of Knowledge Questions and Answers.

CHSE Odisha 12th Class Education Chapter 10 Question Answer Learning as Construction of Knowledge

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What is the foundational presumption of constructivism?
Answer:
Constructivism is based on the belief that learning is a process of actively constructing knowledge, challenging the traditional objectivist approach where knowledge is seen as something imparted externally.

Question 2.
Who are some notable contributors to the constructivist paradigm?
Answer:
Figures such as Piaget, Vygotsky, Novok, and Dewey have significantly shaped the constructivist paradigm with their ideas on learner-centric and activity-driven education.

Question 3.
How does constructivism differ from the traditional objectivist view of knowledge?
Answer:
Constructivism challenges the objectivist view by asserting that knowledge is not complete and external; instead, it is a product of how individuals create meaning from their own experiences.

Question 4.
What is the Zone of Proximal Development (ZPD) according to Vygotsky?
Answer:
The ZPD is the gap between what a learner can do independently and what they can achieve with guidance. Collaborative interactions within the ZPD support learners in reaching their full potential with assistance.

Question 5.
What is problem-based learning (PBL) in the constructivist approach?
Answer:
Problem-Based Learning involves learners solving real-world problems, promoting critical thinking, collaboration, and the application of knowledge to practical situations.

Question 6.
How does inquiry-based learning contribute to constructivism?
Answer:
Inquiry-Based Learning encourages students to pose questions, explore, and investigate topics, fostering curiosity and self-directed learning as students actively seek answers and construct meaning.

Question 7.
What role does social interaction play in constructivist learning?
Answer:
Social interaction is crucial in constructivist learning, emphasizing collaboration, discussions, and interactions with peers, teachers, and experts to foster diverse perspectives and co-construction of knowledge.

Question 8.
According to Dewey, what should education be based on?
Answer:
Dewey proposed that education should be based on real-life experiences, and learners should engage in sustained inquiry, study, ponder, consider alternative possibilities, and arrive at beliefs grounded in evidence.

Question 9.
What is Bruner’s concept of scaffolding in constructivism?
Answer:
Scaffolding, introduced by Bruner, involves providing appropriate support to learners initially and gradually reducing it as they progress, emphasizing the role of guidance in the learning process.

Question 10.
How does technology contribute to constructivist learning environments?
Answer:
Technology is employed to enhance learning through interactive simulations, multimedia resources, and collaborative online platforms, providing opportunities for dynamic, interactive, and collaborative learning experiences in line with constructivist principles.

II. Answer with in Five/Six sentence

Question 1.
What is the foundational premise of constructivism in learning, as highlighted by the National Curriculum Framework-2005?
Answer:
Constructivism posits that learning is a process of constructing knowledge, challenging traditional objectivist’views. The National, Curriculum Framework-2005 emphasizes recognizing children as natural learners, where knowledge is the outcome of their own activities. The focus is on creating environments where children actively construct knowledge, develop capacities, and remain engaged.

Question 2.
How does the constructivist approach differ from the traditional objectivist view of education?
Answer:
In contrast to the objectivist view, which sees knowledge as externally imparted to learners, constructivism asserts that knowledge is a product of how individuals create meaning from their experiences. The constructivist paradigm encourages educators to foster dynamic and participatory learning environments, empowering students in actively constructing their knowledge.

Question 3.
What are the basic characteristics of constructivism in learning?
Answer:
Constructivism in learning is characterized by active engagement, integration of prior knowledge, social interaction, meaningful learning, adaptation and accommodation, the Zone of Proximal Development (ZPD), student-centered learning, problem-based learning (PBL), inquiry- based learning, and the use of technology. These elements collectively shape a student-centric, participatory, and socially interactive learning process.

Question 4.
How did John Dewey contribute to the development of constructivism?
Answer:
John Dewey, considered the philosophical founder of constructivism, advocated for learners engaging in real-world experiences, demonstrating knowledge through creativity and collaboration, and articulating their thoughts. He emphasized that education should be based on real-life experiences, encouraging sustained inquiry and critical thinking.

Question 5.
What is Piaget’s Cognitive Constructivism, and how does it emphasize cognitive development?
Answer:
Piaget’s Cognitive Constructivism posits that cognitive development is an active process where individuals construct their understanding of the world through interaction with their environment. Piaget identified stages of cognitive development, emphasizing the importance of hands-on experiences, problem-solving, and exploration in facilitating learning.

Question 6.
Explain Vygotsky’s Social Constructivism and the concept of the Zone of Proximal Development (ZPD).
Answer:
Vygotsky’s Social Constructivism highlights the social and collaborative nature of learning, emphasizing that cognitive development occurs through interactions within a cultural context. The Zone of Proximal Development (ZPD) is the gap between what a learner can do independently and what they can achieve with guidance. Social interactions within the ZPD foster learning and development, with language playing a central role.

Question 7.
What are Jerome Bruner’s contributions to constructivism, and how does he extend Vygotsky’s ideas?
Answer:
Jerome Bruner, a 20th-century constructivist, extends Vygotsky’s ideas by introducing the concept of scaffolding, emphasizing appropriate support for learners. Bruner highlights the role of interest as a stimulus for learning, proposes a spiral curriculum, and contributes the three stages of intellectual development: enactive, iconic, and symbolic. He emphasizes learning as an active process involving information selection and transformation.

Group – B

Long Type Questions With Answers

Question 1.
How can we delineate a constructivist classroom, and what unique features differentiate it from conventional educational environments?
Answer:
• A constructivist classroom is an educational environment that adheres to the principles of constructivism, an educational theory that emphasizes the active role of students in their learning process. In contrast to traditional, teacher-centered approaches, constructivism posits that learners actively build their knowledge and understanding through experiences, interactions, and reflection.

• One distinctive feature of a constructivist classroom is the emphasis on student engagement and active participation. In this setting, students are not passive recipients of information but are actively involved in exploring and constructing their own knowledge. Teachers serve as facilitators, guiding students through meaningful experiences and posing thought-provoking questions to stimulate critical thinking.

• Another hallmark of constructivist classrooms is the focus on collaboration and social interaction. Recognizing the importance of social context in learning, these classrooms often incorporate group activities, discussions, and collaborative projects. Students learn not only from their own experiences but also from the perspectives and insights of their peers. This social dimension fosters a sense of community within the classroom, enhancing the overall learning experience.

• Furthermore, a constructivist classroom promotes hands-on, experiential learning. Instead of relying solely on lectures and textbooks, students actively engage with materials, experiments, and real-world problems. This approach allows for a more profound understanding of concepts as students grapple with the application of theoretical knowledge in practical situations. The integration of technology, field trips, and guest speakers can further enrich the experiential learning process.

• Assessment in a constructivist classroom differs from traditional methods. Rather than relying solely on standardized tests, teachers assess students through a variety of means, such as ‘ project evaluations, portfolios, and reflective journals. This multifaceted assessment approach aligns with the philosophy that learning is a dynamic, ongoing process and cannot be adequately measured through one-dimensional assessments.

• Flexibility and adaptability are key components of constructivist classrooms. Teachers tailor their instruction to the diverse needs and learning styles of individual students. This personalized approach recognizes that learners bring unique perspectives, backgrounds, and abilities to the educational setting. Differentiated instruction and the incorporation of varied resources help ensure that each student can construct meaning in a way that resonates with them personally.

• In conclusion, a constructivist classroom stands apart from conventional educational environments through its commitment to active student engagement, collaboration, experiential learning, diverse assessment methods, and flexibility in instruction. By embracing these features, constructivist classrooms aim to cultivate independent thinkers who can navigate and apply knowledge in an ever-changing world.

Question 2.
How do you conceptualize learning as the construction of knowledge, and- how does this perspective differ from the behaviorist view of learning?
Answer:
Learning as the construction of knowledge is a perspective rooted in constructivist theories of education, emphasizing that learners actively build their understanding through meaningful experiences and interactions. In this conceptualization, knowledge is not passively transmitted but rather shaped through the learner’s engagement with the environment, peers, and the subject matter itself.

• In a constructivist framework, learning is seen as a dynamic process where individuals actively construct their own understanding. This involves the integration of new information with existing knowledge, creating a unique mental framework for each learner. Jean Piaget, a prominent figure in constructivism, proposed that cognitive development occurs through assimilation and accommodation, where individuals incorporate new information into their existing mental structures and adjust those structures based on new experiences.

• This perspective differs significantly from the behaviorist view of learning, which posits that knowledge is acquired through external stimuli, responses, and reinforcement. Behaviorism, associated with theorists like B.F. Skinner, focuses on observable behaviors and the role of rewards and punishments in shaping those behaviors. In contrast to constructivism, behaviorism does not emphasize the learner’s active role in knowledge construction but rather sees learning as a passive absorption of information.

• Constructivism highlights the importance of social interaction and collaboration in the learning process. Social constructivism, a variant of constructivism, emphasizes the role of social context and cultural influences in . shaping knowledge. Lev “Vygotsky, another influential constructivist, introduced the concept of the zone of proximal development (ZPD), suggesting that learning is most effective when individuals engage in activities just beyond their current level of competence, with the guidance of more knowledgeable peers or mentors.

• Furthermore, constructivist classrooms often involve hands-on, experiential learning activities. Students are encouraged to explore, question, and discover knowledge through real-world experiences. Assessment in constructivist settings tends to focus on understanding the process of learning rather than merely memorizing facts. This stands in stark contrast to behaviorist approaches that often rely on rote memorization and standardized testing.

In conclusion, the constructivist perspective on learning as the construction of knowledge underscores the active role of learners in shaping their understanding through interaction, experience, and reflection. This stands in contrast to the behaviorist view, which considers learning as a passive response to external stimuli. Recognizing the implications of these perspectives is crucial for educators in designing effective and learner-centered instructional strategies.

Question 3.
How does the assertion that learning is not solely an individual process of knowledge construction but rather a social and shared process impact educational practices and the design of collaborative learning environments?
Answer:
The acknowledgment that learning transcends individual knowledge construction to become a social and shared process has profound implications for educational practices and the design of collaborative learning environments. This perspective aligns with social constructivist theories, emphasizing the significance of interactions, dialogue, and communal engagement in the learning process.

• Firstly, this assertion underscores the importance of fostering collaborative learning experiences within educational settings. In a social and shared learning environment, students are encouraged to engage with peers, exchange ideas, and collectively construct knowledge Collaborative learning not only enhances academic understanding but also cultivates essential interpersonal skills such as communication, teamwork, and conflict resolution. Group activities, discussions, and projects become integral components of the curriculum, reflecting the understanding that learning is inherently a social endeavor.

• Moreover, the impact extends to instructional strategies, with educators adopting methodologies that promote active participation and shared knowledge construction. Techniques such as group projects, peer teaching, and collaborative problem-solving become central to the pedagogical approach. The teacher’s role shifts from a traditional dispenser of information to that of a facilitator who guides and supports the learning process. In this context, the learning environment is dynamic, responsive, and adaptive, creatmg a space where students actively contribute to the construction of knowledge.

• Additionally, technology plays a pivotal role in facilitating social and shared learning experiences. Online platforms, discussion forums, and collaborative tools enable students to connect beyond the physical classroom, fostering a sense of virtual community. This integration of technology aligns with the evolving nature of communication in the digital age and prepares students for collaborative practices in various professional and social contexts.

• The impact on assessment practices is also noteworthy. Traditional measures of individual performance may be complemented or replaced by assessments that evaluate collaborative skills, critical thinking, and the ability to contribute meaningfully to group objectives. This shift acknowledges that success in the real world often depends on one’s capacity to collaborate, communicate, and co-create knowledge with others.

• In conclusion, the assertion that learning is a social and shared process transforms educational practices and the design of learning environments. By prioritizing collaboration, dialogue, and shared knowledge construction, educators prepare students not only for academic success but also for the complexities of an interconnected and collaborative world. Embracing this perspective enhances the richness of the educational experience and equips learners with the skills necessary for active participation in a society that values collective intelligence and collaboration.

Group – C

Objective type Questions with Answers
II. Multiple Choice Questions with Answers.

Question 1.
What is the fundamental presumption underlying constructivism?
(i) Learning as a passive reception of information
(ii) Learning as a process of constructing knowledge
(iii) Learning as an external impartation of knowledge
(iv) Learning as a one-size-fits-all approach
Answer:
(ii) Learning as a process of constructing knowledge

Question 2.
According to the National Curriculum Framework-2005, how is the child portrayed in the constructivist approach?
(i) Passive learner
(ii) External receiver of knowledge
(iii) Natural learner
(iv) Memorization-focused learner
Answer:
(iii) Natural learner

Question 3.
What is a key characteristic of constructivist learning environments?
(i) Teacher-centered instruction
(ii) Passive engagement
(iii) Student-centered active engagement
(iv) Predefined knowledge transfer
Answer:
(iii) Student-centered active engagement

Question 4.
How does constructivism view the role of teachers in the learning process?
(i) Imparting knowledge
(ii) Facilitating and guiding learners
(iii) Dictating information
(iv) Evaluating without involvement
Answer:
(ii) Facilitating and guiding learners

Question 5.
Which philosopher is often referred to as the philosophical founder of constructivism?
(i) Lev Vygotsky
(ii) Jean Piaget
(iii) Jerome Bruner
(iv) John Dewey
Answer:
(iv) John Dewey

Question 6.
What does the constructivist approach challenge regarding knowledge?
(i) Knowledge as complete, real, and external to the learner
(ii) Knowledge as static and unchanging
(iii) Knowledge as solely acquired through memorization
(iv) Knowledge as isolated from real-world experiences
Answer:
(i) Knowledge as complete, real, and external to the learner

Question 7.
What is the Zone of Proximal Development (ZPD) in constructivist theory associated with?
(i) Tasks learners can perform independently
(ii) Tasks learners find challenging
(iii) Tasks learners can perform with guidance
(iv) Tasks unrelated to the learning process
Answer:
(iii) Tasks learners can perform with guidance

Question 8.
Which characteristic of constructivism involves learners adapting and accommodating existing mental structures?
(i) Inquiry-based learning
(ii) Social interaction
(iii) Zone of Proximal Development
(iv) Adaptation and accommodation
Answer:
(iv) Adaptation and accommodation

Question 9.
What is a key aspect of problem-based learning (PBL) within constructivism?
(i) Rote memorization
(ii) Application of knowledge to real-world problems
(iii) Passive observation
(iv) Isolation of learning from practical scenarios
Answer:
(ii) Application of knowledge to real-world problems

Question 10.
How does inquiry-based learning contribute to constructivism?
(i) Encourages passive learning
(ii) Fosters rote memorization
(iii) Promotes curiosity and self-directed learning
(iv) Discourages critical thinking
Answer:
(iii) Promotes curiosity and self-directed learning

Question 11.
In constructivism, what role does technology play in the learning process?
(i) Exclusion of technology
(ii) Limited application of technology
(iii) Enhancement through interactive tools and platforms
(iv) Technology as a replacement for active learning
Answer:
(iii) Enhancement through interactive tools and platforms

Question 12.
What is the overarching goal of constructivist learning environments?
(i) Memorization of predefined content
(ii) Isolation of learners from real-world experiences
(iii) Active construction of knowledge by learners
(iv) Passive reception of information
Answer:
(iii) Active construction of knowledge by learners

Question 13.
Who is considered a philosophical founder of constructivism?
(i) Lev Vygotsky
(ii) Jean Piaget
(iii) Jerome Bruner
(iv) John Dewey
Answer:
(iv) John Dewey

Question 14.
What does the cognitive constructivism proposed by Piaget emphasize?
(i) Passive cognitive development
(ii) Active cognitive development through interaction
(iii) Rote memorization
(iv) Isolation from cultural influences
Answer:
(ii) Active cognitive development through interaction

Question 15.
Which constructivist theory emphasizes the social and collaborative nature of learning?
(i) Cognitive constructivism
(ii) Social constructivism
(iii) Scaffolding theory
(iv) Zone of Proximal Development
Answer:
(ii) Social constructivism

II. Fill in the blanks:

Question 1.
The foundation of constructivism lies in the fundamental presumption that learning is a process of _____.
Answer:
constructing knowledge

Question 2.
The National Curriculum Framework-2005 highlights the recognition of the child as a _____ emphasizing knowledge as the outcome of the child’s own activity.
Answer:
natural learner

Question 3.
In alignment with constructivism, teachers are urged to embrace a _____ to facilitate active learning.
Answer:
constructivist approach

Question 4.
Constructivism is not a singular theory but a paradigm built on ideas proposed by various philosophers, psychologists, anthropologists, and _____.
Answer:
educationists

Question 5.
The notable contributions of figures like Piaget, Vygotsky, Novok, and Dewey have shaped this new paradigm, emphasizing _____ education.
Answer:
learner-centric and activity-driven

Question 6.
The constructivist approach challenges the traditional objectivist view where knowledge is seen as something _____ to learners by external meAnswer:
Answer:
imparted

Question 7.
Constructivism asserts that knowledge is a product of how individuals create meaning from _____
Answer:
their own experiences

Question 8.
Basic Characteristics of Constructivism: Learners are actively involved in the learning process, participating in activities that promote hands-on experiences, critical thinking, and _____ .
Answer:
problem-solving

Question 9.
Constructivism recognizes the significance of building on learners’ existing mental frameworks for more effective _____.
Answer:
knowledge construction

Question 10.
Social interaction plays a crucial role in learning, emphasizing collaboration, discussions, and interactions with _____.
Answer:
peers, teachers, and experts

Question 11.
Constructivism emphasizes the importance of meaningful learning, where knowledge is relevant, applicable, and aligns with learners’ _____.
Answer:
experiences

Question 12.
Learners adapt and accommodate their existing mental structures based on new information, as proposed by _____.
Answer:
Jean Piaget’s theory of cognitive development

Question 13.
Lev Vygotsky’s concept of the Zone of Proximal Development emphasizes tasks that learners can perform with guidance but not_____.
Answer:
independently

Question 14.
Learning environments in constructivism are designed to be _____ where learners take an active role in their education.
Answer:
student-centered

Question 15.
Problem-Based Learning involves learners solving real-world problems, promoting critical thinking, collaboration, and the application of _____.
Answer:
knowledge

II. Correct the Sentences:

Question 1.
The National Curriculum Framework-2005 highlights the recognition of the child as a natural learner, emphasizing knowledge as the outcome of the child’s own activity.
Answer:
The National Curriculum Framework-2005 highlights the recognition of the child as a natural learner, emphasizing that knowledge is the outcome of the child’s own activity.

Question 2.
Constructivism is not a singular theory but a paradigm built on ideas proposed by various philosophers, psychologists, anthropologists, and educationists.
Answer:
Constructivism is not a singular theory but a paradigm built on ideas proposed by various philosophers, psychologists, anthropologists, and educators.

Question 3.
Novok and Dewey have shaped this new paradigm, emphasizing learner-centric and activity- driven education.
Answer:
Novak and Dewey have shaped this new paradigm, emphasizing learner-centric and activity-driven education.

Question 4.
Education should focus on real-world connections, making the content personally significant and applicable in various contexts.
Answer:
Education should focus on real-world connections, making the content personally significant and applicable in various contexts.

Question 5.
Lev “Vygotsky’s concept of the Zone of Proximal Development emphasizes ta «ks that learners can perform with guidance but not independently.
Answer:
Lev Vygotsky’s concept of the Zone of Proximal Development emphasizes tasks that learners can perform with guidance but not independently.

Question 6.
Teachers guide and support, allowing students to explore, question, and construct knowledge independently.
Answer:
Teachers guide and support, allowing students to explore, question, and construct knowledge independently.

Question 7.
Learners engage in authentic problem-solving, applying theoretical knowledge to practical situations.
Answer:
Learners engage in authentic problem-solving, applying theoretical knowledge to practical situations.

Question 8.
Students actively seek answers, construct meaning, and develop research and inquiry skills.
Answer:
Students actively seek answers, construct meaning, and develop research and inquiry skills.

Question 9.
Technology is employed to enhance learning through interactive simulations, multimedia resources, and collaborative online platforms.
Answer:
Technology is employed to enhance learning through interactive simulations, multimedia resources, and collaborative online platforms.

Question 10.
Constructivism emphasizes an active, participatory, and socially interactive learning process that empowers learners to construct their knowledge actively.
Answer:
Constructivism emphasizes an active, participatory, and socially interactive learning process that empowers learners to actively construct their knowledge.

III. Answer the following questions in one word:

Question 1.
What is the foundational presumption of constructivism?
Answer:
Learning is a process of constructing knowledge through active engagement and personal experiences.

Question 2.
How does constructivism view the role of teachers in education?
Answer:
Teachers serve as facilitators, guiding and supporting students as they actively construct their knowledge.

Question 3.
According to Piaget, what is the key process in cognitive development?
Answer:
Piaget identified assimilation and accommodation as key processes in cognitive development.

Question 4.
What is the Zone of Proximal Development (ZPD) in Vygotsky’s theory?
Answer:
The ZPD is the gap between what a learner can do independently and what they can achieve with guidance.

Question 5.
What is the emphasis of problem-based learning (PBL) in constructivism?
Answer:
Problem-Based Learning focuses on real-world problem-solving, promoting critical thinking and application of knowledge.

Question 6.
How does inquiry-based learning contribute to constructivist education?
Answer:
Inquiry-Based Learning encourages students to pose questions, explore, and investigate

Question 7.
What is Dewey’s vision of learning in the context of constructivism?
Answer:
Dewey emphasized real-world engagement, creativity, collaboration, and the demonstration of knowledge through personal experiences.

Question 8.
How does technology contribute to constructivist learning environments?
Answer:
Technology enhances learning through interactive simulations, multimedia resources, and collaborative online platforms.

Question 9.
What is the role of social interaction in Vygotsky’s Social Constructivism?
Answer:
Social interaction, especially within the Zone of Proximal Development, plays a crucial role in fostering learning and development.

Question 10.
What concept did Jerome Bruner introduce in his constructivist approach?
Answer:
Bruner introduced the concept of scaffolding, emphasizing providing support to learners initially and gradually reducing it as they progress.

Constructivism : an introduction
• The foundation of constructivism lies in the fundamental presumption that learning is a process of constructing knowledge, challenging the traditional objectivist approach. The National Curriculum Framework-2005 highlights the recognition of the child as a natural learner, emphasizing knowledge as the outcome of the child’s own activity. The focus is on creating learning environments where children actively construct their knowledge, develop capacities, and remain engaged as active learners.

• In alignment with this perspective, teachers are urged to embrace a constructivist approach to facilitate such learning. Constructivism is not a singular theory but a paradigm built on ideas proposed by various philosophers, psychologists, anthropologists, and educationists. The notable contributions of figures like Piaget, Vygotsky, Novok, and Dewey have shaped this new paradigm, emphasizing learner-centric and activity-driven education.

• This approach stands in contrast to the traditional objectivist view, where knowledge is seen, as something imparted to learners by external means, often through the teacher. Objectivists consider knowledge as complete, real, and external to the learner. However, the constructivist approach challenges this assumption, asserting that knowledge is a product of how individuals create meaning from their own experiences. This shift in perspective has given rise to the constructivist paradigm, which encourages educators to foster dynamic and participatory learning environments that empower students in the active construction of their knowledge.

Basic Characteristics of Constructivism in Learning :
1. Active Engagement : Learners are actively involved in the learning process, participating in activities that promote hands-on experiences, critical thinking, and problem-solving.Education is not a passive reception of information but an interactive process where learners engage with content in meaningful ways.

2. Prior Knowledge Integration : Learners bring their existing knowledge and experiences into the learning context, forming connections and integrating new information with their prior understanding.Constructivism recognizes the significance of building on learners’ existing mental frameworks for more effective knowledge construction.

3. Social Interaction : Social interaction plays a crucial role in learning, emphasizing collaboration, discussions, and interactions with peers, teachers, and experts.Group activities and collaborative projects foster the exchange of ideas, diverse perspectives, and co-construction of knowledge.

4. Meaningful Learning : Constructivism emphasizes the importance of meaningful learning, where knowledge is relevant, applicable, and aligns with learners’ experiences.Education should focus on real-world connections, making the content personally significant and applicable in various contexts.

5. Adaptation and Accommodation : Learners adapt and accommodate their existing mental structures based on new information, as proposed by Jean Piaget’s theory of cognitive development.The learning process involves adjusting mental frameworks to assimilate new knowledge, fostering cognitive growth and development.

6. Zone of Proximal Development (ZPD) : Lev Vygotsky’s concept of the Zone of Proximal Development emphasizes tasks that learners can perform with guidance but not independently.Collaborative interactions within the ZPD support learners in reaching their full potential with the assistance of peers or teachers.

7. Student-Centered Learning : Learning environments are designed to be student-centered, where learners take an active role in their education, and teachers serve as facilitators.Teachers guide and support, allowing students to explore, question, and construct knowledge independently.

8. Problem-Based Learning (PBL) : Problem-Based Learning involves learners solving real-world problems, promoting critical thinking, collaboration, and the application of knowledge.Leamers engage in authentic problem-solving, applying theoretical knowledge to practical situations.

9. Inquiry-Based Learning : Inquiry-Based Learning encourages students to pose questions, explore, and investigate topics, fostering curiosity and self-directed learning. Students actively seek answers, construct meaning, and develop research and inquiry skills.

10. Use of Technology : Technology is employed to enhance learning through interactive simulations, multimedia resources, and collaborative online platforms. Virtual environments and online tools provide opportunities for dynamic, interactive, and collaborative learning experiences.

These basic characteristics collectively shape the constructivist approach, influencing educational philosophies, teaching methodologies, and the design of learning environments. Constructivism emphasizes an active, participatory, and socially interactive learning process that empowers learners to construct their knowledge actively.

Various constructivists’ ideas
Dewey’s Contribution Though at the time of Dewey, there was no term like constructivism but he is often referred to as philosophical founder of this approach. If you analyze his vision of learning, you will be able to draw few conclusions like :

1. He proposed that learners should engage in real-world and not in a preplanned environment.
2. Learners should demonstrate their knowledge through creativity and collaboration.
3. Learners should be provided with opportunities to think from themselves and articulate their thoughts.

He emphasized that education should be based on real life experiences. He wrote, “If you have doubts about how learning happens, engage in sustained inquiry: study, ponder, consider alternative possibilities and arrive at your belief grounded in evidence.”
Piaget’s Cognitive Constructivism

• Piaget’s Cognitive Constructivism, proposed by Jean Piaget, centers on the idea that cognitive development is an active process where individuals construct their understanding of the world through interaction with their environment. Piaget identified distinct stages of cognitive development, including sensorimotor, preoperational, concrete operational, and formal operational stages. According to Piaget, learners continuously adapt their mental structures through assimilation and accommodation, integrating new information into existing cognitive frameworks.

• Cognitive constructivism emphasizes hands-on experiences, problem-solving, and exploration to facilitate learning. Piaget’s theory underscores the importance of learners actively engaging with their surroundings, constructing knowledge through direct interaction, and progressively refining their cognitive structures as they advance through developmental stages. Vygotsky’s Social Constructivism Vygotsky’s Social Constructivism, a key component of socio-cultural theory, emphasizes the social and collaborative nature of learning.

• Lev Vygotsky posited that cognitive development occurs through interactions with others within a cultural context. He introduced the concept of the Zone of Proximal Development (ZPD), the gap between what a learner can do independently and what they can achieve with guidance. Social interactions with more knowledgeable peers or adults in this zone foster learning and development. Language plays a central role, serving as both a tool and a mediator in the construction of knowledge. Vygotsky’s theory underscores the significance of social engagement, cultural influences, and collaborative learning environments in shaping cognitive growth and understanding.

Bruner’s Constructivism
Jerome Bruner, a 20th-century constructivist, extends Vygotsky’s ideas in his 1960 book ‘The Process of Education.’ Influenced by “Vygotsky’s social constructivism, Bruner introduces the concept of scaffolding, emphasizing providing appropriate support to learners initially, gradually reducing it as they progress. Key assumptions in Bruner’s social constructivism include children constructing new ideas based on existing knowledge, learning as an active process involving information selection and transformation, and comprehension being enhanced by understanding a subject’s fundamental structure through categorization.

Bruner highlights the role of interest as a stimulus for learning and proposes a spiral curriculum, introducing concepts based on cognitive abilities and deepening understanding over school years. He contributes the three stages of intellectual development: enactive, iconic, and symbolic, suggesting a combination of concrete, pictorial, and symbolic activities for effective learning.

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 9 Insightful and Observational Learning Questions and Answers.

CHSE Odisha 12th Class Education Chapter 9 Question Answer Insightful and Observational Learning

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
Who is considered the father of Gestalt Theory?
Answer:
Max Wertheimer is considered the father of Gestalt Theory, which focuses on understanding psychological phenomena as organized wholes.

Question 2.
What does the term ‘gestalt’ mean in the context of Gestalt Theory?
Answer:
In the context of Gestalt Theory, ‘gestalt’ refers to a whole, a total composition, where an individual perceives and learns an object as a single entity rather than in isolated ports.

Question 3.
Who refined and developed ‘Wertheimer ’s gestalt theory?
Answer:
Kurt Koffka and Wolfgang Kohler arc psychologists who refined and further developed Max Wertheimer’s gestalt theory.

Question 4.
What is the fundamental Idea encapsulated In the gestalt theory?
Answer:
The fundamental idea of gestalt theory is expressed in the statement: ‘The whole is greater than the sum of its ports.’ emphasizing the importance of perceiving and learning objects a unified wholes.

Question 5.
When was Wolfgang Kohler born, and where did he conduct most of his significant research?
Answer:
Wolfgang Kohler was born on 21st January 1887 in Reval (now Tallinn). Gosernurale of Estonia. Russian Empirc He conducted significant research during his time at the Psychological Institute in Frankfurt, Germany.

Question 6.
What animal did Wolfgang Kohler use In his experiments to establish the existence of Insight?
Answer:
Wolfgang Kohter conducted experiments on a chimpanzee named Sultan to establish the existence of insight, with the meat noteworthy experiments involving Sultan’s problem-solving abilities.

Question 7.
What are the four steps In Kobler’s esperlnient with Sultan, the chlnçirnree?
Answer:
Kohier’s experiments with Suban involved four steps: attempting to reach a banana with a stick, using two sticks to obtain the banana, climbing on a box to reach a hanging banana. and stacking boxes to access a banana placed at a higher level.

Question 8.
What are some factors influencing insightful learning, according to Gestalt Theory?
Answer:
Factors such as experience, intelligence, learning situations, initial efforts or tria] and error, and repetition and generalization are knowo to influence insightful learning according to Gestalt Theory.

Question 9.
What are some characteristics of insightful learning based on Kohler’s experiments?
Answer:
Insightful learning is sudden, alters perception, organizes old objects into new patterns, is relative to intellectual level, emphasizes understanding over manual dexterity, relies on previous experience, and is influenced by maturity.

Question 10.
What are some principles involved in insightful learning according to Gestalt psychologists?
Answer:
Gestalt psychologists proposed principles such as the law of figure-ground, law of pragnanz, law of continuity, law of similarity, and law of proximity, which are involved in perceptual organization or insightful learning.

Question 11.
What is observational learning?
Answer:
Observational learning is the process of learning by observing and imitating the actions of others.

Question 12.
How did Albert Bandura demonstrate observational learning in his “Bobo doll” experiment?
Answer:
Bandura showed kindergarten students films of individuals beating a “Bobo doll” with different consequences. Children imitated the behavior more when the model was rewarded or not criticized.

Question 13.
According to Bandura, what is the significance of attention in observational learning?
Answer:
Attention is the first step in observational learning. Learners need to pay attention to the observed behavior, and teachers play a crucial role in presenting information in an engaging and attractive manner.

Question 14.
What is the role of retention in observational learning?
Answer:
Retention is essential for imitating behavior. Learners need to retain the information, and clear, step-wise demonstrations, verbal instructions, repetition, and practice contribute to better retention.

Question 15.
Why is the production phase important in observational learning?
Answer:
Attention and retention alone are insufficient for reproduction or imitation of behavior. Learners require opportunities to practice and coaching to improve their performance.

Question 16.
How does motivation influence observational learning according to Bandura?
Answer:
Motivation is crucial in determining whether learners will demonstrate the observed
behavior. Reinforcement and encouragement play a significant role in motivating learners to practice and exhibit the desired skills.

Question 17.
What are the four major processes or elements of observational learning?
Answer:
The four elements are attention, retention, production, and motivation.

Question 18.
In what subjects can teachers effectively use observational learning?
Answer:
Observational learning is particularly effective in subjects like mathematics, science, geography, where concepts can be introduced with the help of observation.

Question 19.
Who can serve as effective models in observational learning, according to Bandura? Answer: Teachers themselves can be good models, and peers can also serve as effective models. Skilled individuals from the community can be utilized as learning resources.

Question 20.
Why is the selection of an appropriate model important in observational learning?
Answer:
The appropriateness of the model is crucial for success in observational learning. Teachers should carefully choose models to represent skills or behaviors, ensuring they align with the desired learning outcomes.

II. Answer with in Five/Six sentence :

Question 1.
Who are the key figures associated with Gestalt Theory, and what does the theory emphasize in terms of learning?
Answer:
Gestalt Theory was developed by Max Wertheimer and further refined by Kurt Koffka and Wolfgang Kohler. The theory emphasizes that individuals learn objects as wholes, comprehending them in their entirety rather than as isolated parts. The central idea is encapsulated in the phrase, “The whole is greater than the sum of its parts.”

Question 2.
Provide a brief life sketch of Wolfgang Kohler, a prominent contributor to Gestalt Theory.
Answer:
Wolfgang Kohler, bom on January 21, 1887, in Estonia, was a key figure in Gestalt Theory. Raised in a scholarly environment, he developed interests in both science and the arts. After earning his Ph.D., he worked with Max Wertheimer and Kurt Koffka. Kohler’s notable experiments with chimpanzees, particularly Sultan, played a significant role in establishing the concept of insight in learning.

Question 3.
Detail Wolfgang Kohler’s experiments with Sultan the chimpanzee and their significance in understanding insightful learning.
Answer:
Kohler conducted experiments with Sultan in four stages, illustrating insight. Sultan, faced with challenges like reaching a banana, displayed sudden solutions that indicated problem-solving insight. These experiments highlighted the cognitive processes involved in learning, challenging behaviorism.

Question 4.
What are the factors influencing insightful learning, according to Wolfgang Kohler’s observations?
Answer:
Factors influencing insightful learning include past experiences, intelligence, the learning situation, initial efforts or trial and error, repetition and generalization. These elements contribute to the organism’s ability to react insightfully to various situations.

Question 5.
List and briefly explain the characteristics of learning by insight as observed in Kohler’s experiments.
Answer:
Learning by insight has specific characteristics: it is sudden, alters perception, organizes old objects in new patterns, is relative to intellectual level, values understanding over manual dexterity, relies on previous experience, and is influenced by maturity. Additionally, pieces essential for the solution must be present together for insight to occur.

Question 6.
What are the principles involved in perceptual organization or insightful learning, as proposed by Gestalt psychologists?
Answer:
Principles involved in insightful learning include the laws of figure-ground, pragnanz, continuity, similarity, and proximity. These laws describe how perceptual organization occurs, emphasizing that individuals perceive and learn based on the relationship and organization of stimuli.

Question 7.
Highlight the educational implications of Gestalt Theory and how it suggests modifications in teaching methods.
Answer:
Gestalt Theory has several educational implications, suggesting that subject matter should be presented as a whole before emphasizing individual parts. Syllabus organization should reflect unity, and motivation should be a central consideration. It advocates for goal-oriented learning, making learning an intelligent task requiring mental abilities. Teachers are encouraged to facilitate independent inquiry and discovery, moving away from traditional memorization towards understanding and creative thinking.

Question 8.
What is observational learning, and how does it differ from classical and operant conditioning?
Answer:
Observational learning is a cognitive process of acquiring new behaviors by watching and imitating others. In contrast to classical and operant conditioning, observational learning, as proposed by Albert Bandura, emphasizes the role of cognitive processes in the learning of behaviors. Unlike classical and operant conditioning, where the emphasis is on associations and reinforcements, observational learning highlights the importance of cognitive factors such as attention, retention, production, and motivation.

Question 9.
Explain the concept of Social Learning Theory and its key components according to Albert Bandura.
Answer:
Social Learning Theory, developed by Albert Bandura, posits that learning occurs in a social context through the observation of others’ behavior and its outcomes. It involves two main types of observational learning: direct observation, where individuals learn by directly observing a model, and indirect observation or vicarious learning, where learning occurs by observing or hearing about others’ experiences. The theory suggests that individuals learn not only from their own experiences but also by observing and imitating the behaviors of others in their social environment.

Question 10.
Provide an example of vicarious learning in everyday life and discuss its implications.
Answer:
Suppose you plan to visit the Northeastern states of India, and a friend who recently visited the region advises you to carry an umbrella or raincoat due to the unpredictable weather. In this scenario, the chances are high that you will heed your friend’s advice based on their experience. This type of learning, where you learn from others’ experiences indirectly, is an example of vicarious learning. The implications of vicarious learning highlight the role of observational experiences in shaping individual behavior and decision-making based on others’ experiences.

Question 11.
Discuss the Bobo doll experiment conducted by Albert Bandura and its significance in understanding observational learning.
Answer:
Albert Bandura and his colleagues conducted the Bobo doll experiment to investigate the role of observational and imitative learning in social behavior, particularly aggression. The experiment involved exposing children to aggressive and non-aggressive models through movies. The results demonstrated that children who witnessed aggressive behavior imitated it when given the opportunity, highlighting the impact of observation and imitation on learning. This landmark study provided valuable insights into the social learning process and the influence of modeling on behavior.

Question 12.
Elaborate on the key processes involved in observational learning according to Bandura.
Answer:
According to Bandura, observational learning involves four key processes: attention, retention, production, and motivation. Attention requires the observer to focus on the model, influenced by both the characteristics of the model and the observer. Retention involves remembering the observed behavior for future reproduction, relying on the observer’s ability to mentally represent the behavior. Production is the actual execution of the learned behavior, contingent upon the observer’s capability to perform it. Motivation is crucial, as an observed behavior is more likely to be performed when there is an appropriate motivation or reason to do so. These processes collectively contribute to the effectiveness of observational learning.

Question 13.
How did the Bobo doll experiment illustrate the principles of observational learning, and what implications did it have for the field of psychology?
Answer:
The Bobo doll experiment, conducted by Albert Bandura, involved exposing children to aggressive and non-aggressive models through movies. The results showed that children who observed aggressive behavior were more likely to imitate it, emphasizing the role of observation and imitation in learning. This experiment had significant implications for psychology by providing evidence for the importance of observational learning in shaping behavior. It highlighted the influence of modeling on the acquisition of social behaviors and contributed to the understanding of how individuals learn from their social environment.

Question 14.
In the context of observational learning, how does attention play a crucial role, and what factors influence an individual’s attention to a model ?
Answer:
Attention is a crucial process in observational learning, as individuals need to focus on a model to acquire new behaviors. The effectiveness of attention is influenced by both the characteristics of the model and the observer. Factors such as the model’s attractiveness, competence, and the perceived relevance of the behavior can impact attention. Additionally, individual characteristics, such as the observer’s level of interest and cognitive abilities, play a role in determining the degree of attention given to a model. Understanding these factors helps explain why certain behaviors are more likely to be learned through observation.

Question 15.
Explain the role of retention in observational learning and how an individual’s ability to rehearse and mentally represent observed behavior influences the learning process.
Answer:
Retention is a crucial aspect of observational learning, requiring individuals to remember the observed behavior for future reproduction. The ability to rehearse and mentally represent the behavior plays a significant role in this process. Individuals need to encode and store the information effectively to recall it later. Factors such as cognitive abilities, memory capacity, and the clarity of the observed behavior contribute to the retention process. A strong retention of observed behavior enhances the likelihood of successful reproduction in the future.

Question 16.
Discuss the significance of the production stage in observational learning and how the capability to perform the learned behavior influences its execution.
Answer:
The production stage in observational learning involves the actual execution of the learned behavior by the observer. The successful reproduction of the behavior depends on the observer’s capability to perform it. Factors such as physical abilities, skills, and previous experience contribute to the production process. If the observer possesses the necessary skills and abilities, the likelihood of accurately reproducing the observed behavior increases. The production stage emphasizes the practical aspect of learning, highlighting the importance of the observer’s ability to translate observational experiences into actionable behaviors.

Question 17.
Examine the role of motivation in observational learning and how the presence of appropriate motivation influences the likelihood of reproducing observed behavior. Answer: Motivation is a key factor in observational learning, determining whether an observed behavior will be reproduced or not. The observer is more likely to perform a learned behavior when there is an appropriate motivation or reason to do so. Motivation can be intrinsic, driven by personal goals or desires, or extrinsic, influenced by external factors such as rewards or consequences. Understanding the motivational aspect of observational learning provides insights into why certain behaviors are more likely to be adopted and how the reinforcement of observed behaviors contributes to the learning process.

Group – B

Long Type Questions With Answers

Question 1.
Explain Wolfgang Kohler’s experiments illustrating insightful learning, particularly focusing on the methodology and outcomes of the experiments with the chimpanzee Sultan.
Answer:
Wolfgang Kohler’s experiments with insightful learning, prominently featuring the chimpanzee Sultan, played a pivotal role in challenging prevailing behaviorist perspectives and advancing the understanding of cognitive processes in animals. Kohler conducted a series of experiments to investigate whether animals could demonstrate problem-solving abilities through sudden and insightful solutions rather than through gradual trial and error.

• In the first stage of the experiments, Sultan, the chimpanzee, was placed in a cage with a banana just out of its direct reach and a stick inside the cage. Despite numerous attempts to obtain the banana through conventional methods, Sultan failed and eventually sat down in despair. However, after some time, Sultan suddenly got up, lifted the stick, and used it to draw the banana toward itself. This unexpected and spontaneous use of the stick indicated a sudden insight into problem-solving rather than a gradual, learned response through repeated attempts.

• In the second stage, Kohler introduced two sticks that could be joined together inside the cage. The banana was strategically placed so that Sultan couldn’t reach it with a single stick. After numerous attempts, Sultan displayed another insightful solution by joining the two sticks together and successfully obtaining the banana. This demonstrated the chimpanzee’s ability to combine tools creatively to achieve a goal.

• The third stage involved hanging the banana from the roof of the cage at a height that Sultan couldn’t reach even by jumping. A box was introduced inside the cage. After several unsuccessful attempts, Sultan climbed on the box and secured the banana, showcasing another instance of insightful learning through the use of available resources.

• The final stage of the experiment presented Sultan with two boxes placed in the cage, and the banana was positioned at an even higher level. Initially, Sultan attempted to reach the banana by standing on one box, but after numerous failures, it ingeniously stacked one box upon the other and successfully obtained the banana. This particular stage highlighted not only the use of insight in problem-solving but also the ability to adapt and innovate by combining resources in a novel way.

• The outcomes of Kohler’s experiments with Sultan challenged the behaviorist notion that animal learning was solely a product of trial and error. Instead, the chimpanzee’s behaviors indicated a cognitive process involving sudden insight into problem-solving. These experiments significantly contributed to the understanding of animal cognition and learning, emphasizing the role of insight in adapting to challenges and finding creative solutions to problems. Kohler’s work laid the foundation for recognizing higher cognitive functions in animals, challenging behaviorism, and influencing future research in the field of comparative psychology.

Question 2.
What is insightful learning, and what are its educational implications?
Answer:
Insightful learning is a cognitive process characterized by the sudden and intuitive understanding of a problem or concept. It involves the ability to discern relationships, make connections, and arrive at solutions without the need for repeated trial-and-error attempts. Unlike incremental learning, which occurs gradually through repetition and reinforcement, insightful learning is marked by a flash of comprehension that leads to a deeper and more immediate understanding.

Educational implications of insightful learning are profound, shaping teaching methodologies and influencing the design of curricula. Here are key aspects of how insightful learning impacts education:

Promotion of Deep Understanding : Insightful learning emphasizes the importance of grasping underlying principles rather than memorizing facts. In the educational context, this implies a shift towards fostering a deeper understanding of subjects, encouraging students to explore the fundamental concepts that govern a particular field.

Encouragement of Critical Thinking : Insightful learning encourages critical thinking skills. Educators should design learning experiences that prompt students to analyze information, recognize patterns, and draw connections independently. This approach stimulates intellectual curiosity and a more nuanced engagement with the material.

Focus on Problem-Solving : Insightful learning highlights the value of problem-solving skills. Education should not only impart knowledge but also equip students with the ability to apply that knowledge in solving real-world problems. Classroom activities and assessments should incorporate opportunities for students to think creatively and find innovative solutions.

Application in Diverse Contexts : Recognizing that insightful understanding can be applied across various contexts, educational approaches should encourage students to transfer their knowledge. This involves creating scenarios where students can apply what they have learned in new and unfamiliar situations, enhancing their adaptability and versatility.

Support for Individualized Learning : Insightful learning recognizes that the process can be unique for each learner. Educational environments should accommodate different learning styles preferences, and paces. Teachers should employ strategies that cater to individual needs, fostering an environment where students can discover insights in ways that resonate with them.

Integration of Subjects : Insightful learning suggests that knowledge is interconnected. Curricula should integrate subjects, demonstrating the interrelationships between disciplines. This interdisciplinary approach enhances students’ ability to understand complex systems and see the relevance of one subject to another.

In conclusion, insightful learning challenges traditional models of education by emphasizing depth of understanding, critical thinking, and problem-solving skills. Educators must adapt their methods to facilitate this type of learning, ensuring that students not only accumulate information but also develop the capacity for insightful comprehension and application of knowledge in various contexts.

Question 3.
Considering Albert Bandura’s Social Learning Theory and the process involved in observational learning, how does the concept of attention influence the effectiveness of learning through observation, and what factors contribute to an individual’s ability to focus on a model?
Answer:
Observational learning is one of the outcomes of Bhandura’s social cognitive theory of learning. In simpler terms, observational learning means “learning by observation or imitation”. Bhandura was of the view that if a person observe someone doing some act in a particular situation, s/he observe the actions and tries to imitate it when fall in similar situation.

Bhandura’s Experiment
Bhandura’s “Bobo doll” experiment is a classical example. In this experiment, he divided a class of kindergarten students into three groups and showed them three films of beating a toy called “Bobo doll” by three persons. In one film, the person was rewarded with some candy and praising words for beating the doll. In the second film, beating of doll by the person as criticized and in third film, there was neither any rew ard nor criticism for the bahaviour of the person. Later he left some children from all three groups alone in the room filled with toys including “Bobo doll”. He observed their behavior from the other side of a mirror wall. He observed that children from Group 1 and 3 imitated the behavior more as compared to the second group. He concluded that children imitate that behavior which they feel is good or being rewarded or praised.

Elements of Observational Learning
Attention: Bhandura was of the view that attention is the first step of observational learning. To learn anything, learner has to pay attention on what is being said or acted. In this step, a teacher’s role is also very important. As a teacher, you have to present the things in such a way that you can attract learners to pay attention. Clear, precise, simple and interesting presentation by teachers helps in observational learning. Teacher’s behavior towards learners is also an important factor here as a warm and welcoming gesture attracts learners more as compared to cold or rude one.

Retention: to imitate any behavior, it is important that learners should retain it as much as possible. If a teacher is explaining to learners to handle any apparatus in a chemistry laboratory, the steps demonstrated by the teacher should be clear, step wise and easily visible to learner so that they can retain it as such in their memory. Verbal instruction along with demonstration helps in better retention. Repetition and practice also helps in retention.

Production: Attention and retention is not enough to reproduce or imitate nay behavior. Many times, learners observe a behavior but they are not able to imitate it as such due to lack of practice or coaching. Bhandura was of the view that teachers should provide ample opportunities to learner to practice, or to coach them in improving their performance at desired level.

Motivation: A learner may learn something by imitation but it is not necessary that s/he practice it or show it. If there is motivation or reinforcement for a particular act/skill, learner will demonstrate it. Role of motivation and rewards is highly appreciated by Bhandura in learning. Desired skill/behavior needs to be reinforced and learner should be encouraged in right direction. Significance of Observational Learning

1. As a teacher you can use observational learning in the subjects like mathematics, science, geography, etc. very effectively as in these subjects many concept are introduced with the help of observation.
2. Observational learning is helpful in introduction of new behavior.
3. Selection of model (i.e. the person or instrument) to represent the skill or behavior is very important. Appropriateness of model is the key of success in observational learning.
4. Teachers himself/herself could be a good model. Many behavior/skills a learner learn through imitating his/her teachers.
5. Peers can also be used as an effective model. Especially rewarding desired behavior of a learner can motivate other to imitate him/her.
6. You can identify the models from community, who can be good learning resources for learners. For example, you can organize a visit of skilled person in painting/drawing/dancing to demonstrate his/her skill or you can arrange a visit of learner to his/her workplace.
7. You can identify the people to whom most learners assume their models. Their good acts, movies, videos, etc. can be used in your class.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers:

Question 1.
Who is considered the father of Gestalt Theory?
(i) Kurt Koffka
(ii) Wolfgang Kohler
(iii) Max Wertheimer
(iv) Frederick
Answer:
(iii) Max Wertheimer

Question 2.
What does the term ‘Gestalt’ mean in the context of Gestalt Theory
(i) Collection of independent elements
(ii) Individual parts or has
(iii) A whole or total composition
(iv) Separate erotics
Answer:
(iii) A whole or total composition

Question 3.
When was Wolfgang Kohler born?
(i) 1887
(ii) 1905
(iii) 1935
(iv) 1890
Answer:
(i) 1887

Question 4.
In Kohler’s experiments, what was the name of the chimpanzee arrowed 7
(i) Max
(ii) Kurt
(iii) Wolfgang
(iv) Sultan
Answer:
(iv) Sultan

Question 5.
How many steps were there in Kohler’s experiment with Sukaa 7
(i) 2
(ii) 3
(iii) 4
(iv) 5
Answer:
(iii) 4

Question 6.
What is the primary characteristic of insightful learning, according to Kohler’s experiments?
(i) Gradual
(ii) Sudden
(iii) Repetitive
(iv) Predictable
Answer:
(ii) Sudden

Question 7.
What is the law that states every’ element is perceiv ed in the context of its background?
(i) Law of Proximity
(ii) Law of Figure-Ground
(iii) Law of Similarity
(iv) Law of Continuity
Answer:
(ii) Law of Figure-Ground

Question 8.
Which factor influences insightful learning by requiring the arrangement of necessary aspects for observation?
(i) Experience
(ii) Intelligence
(iii) Learning Situation
(iv) Initial Efforts
Answer:
(iii) Learning Situation

Question 9.
What is the educational implication of the Gestalt theory regarding subject matter presentation?
(i) Sequential presentation
(ii) Detailed emphasis on parts
(iii) Gestalt form presentation
(iv) Disconnected facts presentation
Answer:
(iii) Gestalt form presentation

Question 10.
According to the Gestalt theory, what does learning remove in the psychological field?
(i) Intelligence
(ii) Disequilibrium
(iii) Repetition
(iv) Trial and Error
Answer:
(ii) Disequilibrium

Question 11.
Which law of perceptual organization emphasizes that proximate or near-together things are learned easily?
(i) Law of Proximity
(ii) Law of Similarity
(iii) Law of Figure-Ground
(iv) Law of Continuity
Answer:
(i) Law of Proximity 1

Question 12.
What does Kohler ’s theory suggest is essential for insightful learning in certain circumstances?
(i) Physical strength
(ii) Repetition
(iii) Presence of necessary pieces together
(iv) Trial and Error
Answer:
(iii) Presence of necessary pieces together

Question 13.
What characteristic of insight does the theory associate with the intellectual level of individuals?
(i) Suddenness
(ii) Repetition
(iii) Alteration of perception
(iv) Relative to intellectual level
Answer:
(iv) Relative to intellectual level

Question 14.
Which law involves the perception of objects based on their continuity?
(i) Law of Continuity
(ii) Law of Proximity
(iii) Law of Similarity
(iv) Law of Closure
Answer:
(i) Law of Continuity

Question 15.
What educational principle does the Gestalt theory emphasize regarding the curriculum?
(i) Isolation of facts
(ii) Fragmented organization
(iii) Unity and cohesiveness
(iv) Mechanical memorization
Answer:
(iii) Unity and cohesiveness

II. Fill in the blanks:

Question 1.
Max Wertheimer is considered the father of _____ Theory.
Answer:
Gestalt

Question 2.
The term ‘gestalt’ means a whole, a total _____
Answer:
Composition

Question 3.
According to Gestalt Theory, an individual learns an object as a whole, not in _____ or bits.
Answer:
Parts

Question 4.
Kohler conducted experiments on a chimpanzee named _____.
Answer:
Sultan.

Question 5.
Kohier’s experiments with Sultan aimed to establish the existence of _____.
Answer:
Insight

Question 6.
Insightful learning has certain characteristics, and one of them is that it is _____.
Answer:
Sudden .

Question 7.
Kohler conducted experiments with Sultan to study the influence of _____ on insightful learning.
Answer:
Factors

Question 8.
Insight alters _____ according to Kohier’s experiments.
Answer:
Perception

Question 9.
The law of proximity states that near together things are picked up first and learnt more easily than _____ things.
Answer:
Distant

Question 10.
In Gestalt theory, the law of continuity suggests that objects having continuity are learnt more easily because they can easily make a _____.
Answer:
Whole

Question 11.
Gestalt psychologists proposed the law of _____, stating that everything is perceived in the context of its background.
Answer:
Figure-ground

Question 12.
The Gestalt principle of proximity emphasizes that items tend to form groups if they are _____ together.
Answer:
Spaced

Question 13.
Educational implications of Gestalt theory include presenting subject matter in _____ form.
Answer:
Gestalt

Question 14.
The insight theory of learning emphasizes making learning an intelligent task requiring mental _____
Answer:
Abilities

Question 15.
Gestalt theory criticizers argue that every kind of learning cannot be satisfactorily explained by the laws of _____.
Answer:
Gestalt

III. Correct the Sentences :

Question 1.
Max Wertheimer is the father of Gestalt Theory.
Answer:
Max Wertheimer is considered one of the founders of Gestalt Theory.

Question 2.
In the course of his University Education, he studied at the University of Tubingen (1905- 06), the University of Bonn (1906-07), and the University of Berlin (1907-09).
Answer:
In the course of his university education, he studied at the University of Tubingen (1905-06), the University of Bonn (1906-07), and the University of Berlin (1907-09).

Question 3.
In the final step, Kohier placed two boxes at one place in the cage, the banana was placed at an even high level.
Answer:
In the final step, Kohier placed two boxes at one place in the cage, and the banana was placed at an even higher level,

Question 4.
Factors Influencing Insight Many experiments have thrown light upon and established the various factors which influence insight.
Answer:
Factors Influencing Insight – Many experiments have shed light on and established the various factors that influence insight.

Question 5.
Some situations are more favorable than the others for insightful solution.
Answer:
Some situations are more favorable than others for an insightful solution.

Question 6.
Insightful learning has to pass through the process of trial and error.
Answer:
Insightful learning involves the process of trial and error.

Question 7.
The insight gained in particular circumstances is of assistance in other circumstances.
Answer:
The insight gained in particular circumstances is helpful in other situations.

Question 8.
Law of pragnanz: An organism is motivated to learn when there is tension or disequilibrium of forces in the psychological field.
Answer:
Law of pragnanz: An organism is motivated to learn when there is tension or disequilibrium of forces in the psychological field.

Question 9.
Gestalt is a composite of Psychology and Philosophy of Educatio
Answer:
Gestalt is a combination of psychology and philosophy of education.

Question 10.
Trial and error is an essential element in gestalt at one stage or the other.
Answer:
Trial and error are essential elements in gestalt at one stage or another.

IV. Answer the following questions in One word:

Question 1.
Who is considered the father of Gestalt Theory?
Answer:
Max Wertheimer.

Question 2.
Who refined and developed Wertheimer’s Gestalt Theory?
Answer:
Kurt Koffica and Wolfgang Kohler.

Question 3.
What does the term ‘gestalt’ mean in Gestalt Theory?
Answer:
The term ‘gestalt’ means a whole, a total composition.

Question 4.
In Gestalt Theory, how is an object learned by an individual?
Answer:
An individual learns an object as a whole, a single entity, not in parts or bits.

Question 5.
What succinct statement summarizes Gestalt Theory?
Answer:
‘The whole is greater than the sum of its parts.’

Question 6.
When was Wolfgang Kohier born’
Answer:
Wolfgang Kohier was born on 21 st January, 1887.

Question 7.
In which country was Wolfgang Kohler born?
Answer:
Wolfgang Kohier was born in the port city of Reval (now Tallinn), Governorate of Estonia, Russian Empire.

Question 8.
What animal was used in Kohier’s experiments to establish the existence of insight?
Answer:
A chimpanzee named Sultan.

Question 9.
What is the primary characteristic of insight in learning?
Answer:
Insight is sudden.

Question 10.
What educational implication does Gestalt Theory have regarding the presentation of subject matter?
Answer:
Subject matter should be presented in Gestalt form, emphasizing the whole before it’s individual parts.

Introduction

Max Wertheimer is the father of Gestalt Theory. Later on, Wertheimer’s theory was further refined and developed by Kurt Koffica and Wolfgang Kohler. C. V.Good defines gestalt configration, total structure, form or shape, a term designating an undivided articulate as a whole that cannot be made by the more addition of independent elements, the nature of each element depending on its relationship to the whole. The term ‘gestalt’ means a whole, a total composition. According to this theory, an individual learns an object as a whole, a single entity, not in parts or bits. In other words, an individual’s understanding of an object comprehends the whole object, not merely parts or bits . -f the object. This theory can be summed up in the succinct statement: ‘The whole is greater than the sum of its parts.’

Life sketch of Kohler
Kohler was bom on 21st January, 1887 in the port city of Reval (now Tallinn), Govemorate of Estonia, Russian Empire. His family was of German origin, and shortly after his birth they moved back to that country. There raised in a setting of teachers, nurses and other scholars he developed lifelong interests in the science as well as the arts and especially in music. In the course of his University Education he studied at the University of Tubingen (1905-06), the University of Bonn (1906-07) and the University of Berlin (1907-09). In completing his Ph.D. for which his dissertation addressed certain aspects of psychoacoustics. In 1910- 13, he was an assistant at the Psychological Institute in Franfurt in which he worked with fellow psychologists; Max Wertheimer and Kurt Koffka. He immigrated to U S in 1935. And he died on 11th June 1967 in Enfield, New Hampshire.

Kohler’s Experiments
In order to establish the existence of insight, Kohler conducted a number of experiments on a chimpanzee named Sultan. Although he conducted, a number of other experiments on dogs, hens, and other creatures, his experiments with Sultan were the most noteworthy. Kohler divided his experiment in to four steps.

1. Sultan was placed in a cage. A stick was placed in the cage and a banana just outside the cage, but outside Sultans direct reach. Sultan made many attempts to obtain the banana but it failed. It sat down in despair. But, after sometime it suddenly got Up, lifted the stick and used it to draw the banana towards itself.

2. In the second stage, Kohler placed inside the cage two sticks which could be joined to each other. This time the banana was so placed that it.could not be drown by the chimpanzee towards itself with a single stick. After numerous attempts, Sultan joined the two sticks together and succeeded in obtaining the banana.

3. In the third step, Kohler hung the banana from the roof of the cage of such a height as to ensure that Sultan could not reach it even by jumping upwards. Abox was also placed inside the cage. After many attempts, Sultan climbed up on the box and obtained the bananas.

4. In the final step, Kohler placed two boxes at one place in the cage the banana was placed at an even high level. At first, Sultan kept on trying to reach the banana by standing up on one box, but after numerous failures, it placed one box upon the other and claiming quit obtained the banana.

Factors Influencing Insight:
Many experiments have thrown light upon and established the various factors which influence insight. Some of them are mentioned below;

1. Experiment – Past experiences help in the insightful solution of the problems. A child cannot solve the problems of Modem Mathematics unless he is well acquainted with its symbolic language.

2. Intelligence – Insightful solution depends upon the basic intelligence of the learner. The more intelligent the individual is the greater will be his insight.

3. Learning Situation – How insightfully the organism will react depends upon the situation in which he has to act. Some situations are more favorable than the others for insightful solution. As a common observation, insight occurs when the learning situation is so arranged that all the necessary aspects are open for observation.

4. Initial Efforts or Trial and Error – Insightful learning has to pass through the process of trial and error. Whatever an activity may be, attempts or efforts or trials always lie at its root. This opens the way for insightful learning.

5. Repetition and Generalization – After having an insightful solution of a particular type of problem, the organism tries to repeat it in another situation, demanding similar type of solution. The way found in one situation helps him to react insightfully in the other identical situations.

Characteristics of Insight:
The above mentioned experiments make it quite obvious that learning by insight has certain characteristics of its own. They are briefly as follows:

1. Insight is sudden.
2. Insight alters perception.
3. Old objects appear in new patterns and organization by virtue of insight.
4. Insight is relative to the intellectual level. The higher species of animals including human beings have more insight than the members of lower species.
5. In insight, understanding is more useful than dexterity of hands.
6. Previous experience is of assistance in insight. An organized perception is an essential factor in learning.
7. Maturity also affects insight as evidenced by the smoother working of insight in older age than in adolescence.
8. If the pieces essential for the solution of the puzzle are present together when perceived, insight comes about earlier.
9. Learning by insight is associative learning. Insight appears suddenly after the manipulation of thoughts or objects for a small, through significant length of time.
10. The insight gained in particular circumstances is of assistance in other circumstances.

Principles Involved in Insightful Learning
There are principles involved in perceptual organization or insightful learning. Some of the basic laws propounded by Gestalt psychologists are as follows:
1. Law of figure ground : Everything is perceived in the context of its background. Thus, close relationship is there between figure and ground. For example, we try to solve a sum by using the means that closed areas are more stable and satisfying than the unclosed ones. Closed areas form groups very easily. This, law is also called law of closure.

2. Law of pragnanz : An organism is motivated to learn when there is tension or disequilibrium of forces in the psychological field. Learning is the removal of this tension. When we perceive an object, we find some gaps in our perceptions. These gaps are filled by the perceiver and a.whole figure is prepared.

3. Law of continuity : Objects having continuity are learnt easily because they can easily make a whole.

4. Law of similarity : This law makes the individual to grasp things which are similar. They are picked out as they were from the total context. Similar ideas and experiences get associated. An object revives another object which resembles or looks similar to it. For example, seeing a man and remembering an intimate friend by some resemblance though never saw them together in the past.

5. Law of proximity: This law states the proximate or near together things are picked up, first and learnt easily than distant things. In other words, perceptual grounds are favoured according to the nearness of their respective parts. Items tend to form groups if they are spaced together. For instance, a triangle or a circle is understood in this way.

Educational Implications :
1. Subject matter (learning material) should be presented in Gestalt form. The plant or flower as a whole be presented before the students and later on the parts should be emphasized.

2. In the organization of the syllabus and planning of the curriculum, the Gestalt principle should be given due consideration. A particular subject should not be treated as the mere collection of isolated facts or topics. It should be closely integrated into a whole. Similarly the curriculum should reflect unity and cohesiveness.

3. This theory has brought motivation in the fore-front by assigning purpose and motive, the central role in learning process. It is goal oriented. Purpose or goals of learning should be made clear to the students, before the teacher starts teaching.

4. The greater contribution of the insight theory of learning is that it has made learning an intelligent task requiring mental abilities. It has called a halt to the age old mechanical memorization, drill and practice work which lack in basic understanding and use of thinking, reasoning and creative mental powers.

5. It emphasizes that the learner must be given opportunities for using his mental abilities. Instead of telling him, how to do a work or solve a problem, he should be placed in the position of an independent enquirer and discoverer. He should himself collect the information and discover the knowledge. The teacher should not engage himself in spoon-feeding but help the children in acquiring knowledge and skill through their own attempts by using their mental powers. Scientific and progressive methods like Heuristic method, analytic and problem solving, which advocate the learning by insight, should be made more popular.

Criticism:- Some of the main objections against the gestalt theory are the following:

1. Gestalt is a composite of Psychology and Philosophy of Education.
2. Every kind of learning for example; reading, writing, sneaking ect….,. cannot be satisfactorily explained by the laws of Gestalt.
3. Some scholars opine that the insight inherent in gestalt cannot be ascribed to Children and animals because they lack power of thought. However it is often observed in daily life that even very young infants display insight in many of their activiti.
4. Trial and error is an essential element in gestalt at one stage or the other.

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 8 Classical Conditioning Theory Questions and Answers.

CHSE Odisha 12th Class Education Chapter 8 Question Answer Classical Conditioning Theory

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What is classical conditioning?
Answer:
Classical conditioning is a behavioral learning paradigm where a neutral stimulus becomes capable of eliciting a response through consistent pairing with another stimulus that naturally elicits the response. This learned association leads to the neutral stimulus evoking the response even in the absence of the original stimulus.

Question 2.
Who extensively studied classical conditioning in the early 20th century?
Answer:
Pavlov, a physiologist, extensively studied classical conditioning in the early 20th century. His groundbreaking work, documented in 1927 and 1928, provided key insights into the phenomenon.

Question 3.
What is an example of classical conditioning involving a boisterous uncle?
Answer:
In the example of a boisterous uncle, the loud voice (SI) naturally eliciting fear (R1) becomes associated with a moustache (originally neutral, (S2) through consistent pairing. This association leads to the moustache also eliciting fear, even when the loud voice is absent.

Question 4.
What is a neutral stimulus in classical conditioning?
Answer:
A neutral stimulus is one that, in its neutral state, does not directly evoke the desired response. For example, a tuning fork or a bell has no association with salivation unless paired with food.

Question 5.
Define unconditioned stimulus and provide an example.
Answer:
An unconditioned stimulus is a stimulus that does not require any conditioning for the desired behavior. An example is food, which naturally elicits the unconditioned response of salivation.

Question 6.
What is discrimination in classical conditioning?
Answer:
Discrimination in classical conditioning occurs when an organism learns to distinguish between similar stimuli. Pavlov’s experiments demonstrated that, at a higher level of conditioning, dogs learned to respond to specific sounds, like a bell, and not to similar ones.

Question 7.
Explain the process of spontaneous recovery in classical conditioning.
Answer:
Spontaneous recovery in classical conditioning refers to the reappearance of a conditioned response after a period of extinction. If, after extinction, the unconditioned stimulus is reintroduced with the conditioned stimulus, the behavior reoccurs immediately.

II. Answer with in Five/Six sentence :

Question 1.
What is classical conditioning, and how does it involve the pairing of stimuli?
Answer:
Classical conditioning is a behavioral learning paradigm where a neutral stimulus (S2) becomes capable of eliciting a response (Rl) when consistently paired with another stimulus (SI)’ that naturally elicits the response. Through repeated exposure to SI and S2 together, the response originally associated only with SI begins to occur in the presence of S2 alone, even when SI is absent. This process involves learning by association, where the neutral stimulus gains the ability to evoke the natural response.

Question 2.
Who is the key figure associated with classical conditioning, and what was his significant contribution?
Answer:
Ivan Pavlov, a physiologist, is the key figure associated with classical conditioning. In the early 20th century, Pavlov conducted groundbreaking experiments with dogs, proposing a theory of learning that focused on stimulus-response conditioning. His work provided foundational insights into behavioral psychology and learning by association.

Question 3.
Explain the concept of a conditioned stimulus in classical conditioning.
Answer:
A conditioned stimulus is a previously neutral stimulus (S2) that, through consistent pairing with an unconditioned stimulus (S I), becomes capable of eliciting a response. For example, in Pavlov’s experiment, a bell or tuning fork, initially unrelated to salivation, becomes a conditioned stimulus when consistently presented with food (unconditioned stimulus), leading to salivation even when food is absent.

Question 4.
What are the key components in Pavlov’s classical conditioning experiment with dogs?
Answer:
The key components in Pavlov’s experiment include the neutral stimulus (e.g., bell), unconditioned stimulus (e.g., food), unconditioned response (e.g., salivation), conditioned stimulus (neutral stimulus paired with unconditioned stimulus), and conditioned response (e.g., salivation in response to the conditioned stimulus).

Question 5.
Describe the processes identified by Pavlov in classical conditioning, such as generalization, discrimination, extinction, and spontaneous recovery.
Answer:
Generalization in classical conditioning occurs when a response occurs in the presence of stimuli similar to the conditioned one. Discrimination involves the ability to distinguish between different stimuli, as demonstrated by Pavlov’s dogs recognizing specific sounds. Extinction happens when a conditioned response fades by repeatedly presenting only the conditioned stimulus. Spontaneous recovery is the reoccurrence of a conditioned response after extinction if the unconditioned stimulus is reintroduced with the’ conditioned stimulus.

Group – B

Long Type Questions With Answers

Question 1.
What are the key concepts proposed by Pavlov in classical conditioning, and how do they contribute to understanding the learning process?
Answer:
Pavlov’s classical conditioning theory introduced several key concepts that significantly contribute to understanding the learning process. These concepts explain how associations between stimuli and responses are formed, leading to the learning of involuntary emotions or psychological responses. The major concepts in Pavlov’s classical conditioning include Neutral Stimulus (NS), Unconditioned Stimulus (UCS), Conditioned Stimulus (CS), Unconditioned Response (UCR), and Conditioned Response (CR). Additionally, Pavlov identified important processes such as generalization, discrimination, extinction, and spontaneous recovery.

Neutral Stimulus (NS) : The neutral stimulus is initially unrelated to the desired response. For example, a tuning fork or a bell has no inherent connection to salivation in a dog. In neutral conditions, the NS does not evoke the desired behavior.

Unconditioned Stimulus (UCS) : The unconditioned stimulus is a natural stimulus that elicits a response without prior conditioning. In Pavlov’s experiments, food served as the OCS, leading to the unconditioned response of salivation in dogs. The UCR is an automatic and unlearned reaction to the UCS.

Conditioned Stimulus (CS) : When a neutral stimulus (NS) is consistently paired with an unconditioned stimulus (UCS), it becomes a conditioned stimulus (CS). For instance, if a bell (NS) is repeatedly rung before presenting food (UCS) to a dog, the bell becomes a CS, eventually eliciting the conditioned response of salivation even when food is absent.

Unconditioned Response (UCR) : The unconditioned response is the automatic and unlearned reaction to the unconditioned stimulus. In Pavlov’s experiment, salivation is the UCR triggered by the presentation of food (UCS).

Conditioned Response (CR) : The conditioned response is the learned reaction to the conditioned stimulus. If the bell (CS) is bung after the association with food (UCS), and the dog salivates in response to the bell alone, the salivation becomes a conditioned response (CR).

These concepts contribute to understanding the learning process by illustrating how associations between stimuli and responses are formed through repeated pairings. The neutral stimulus gains significance through its association with the unconditioned stimulus, ultimately leading to a conditioned response. Pavlov’s work highlights the process of learning by association, providing a foundation for behavioral psychology.

Processes in Classical Conditioning :
Generalization: Generalization occurs when a learned response (CR) occurs in the presence of stimuli similar to the conditioned stimulus (CS). For example, if a dog salivates to sounds similar to the bell, it demonstrates the process of generalization.

Discrimination : Discrimination involves the ability to distinguish between the conditioned stimulus (CS) and other similar stimuli. In Pavlov’s experiments, dogs learned to discriminate between different sounds and respond selectively to the specific CS. v

Extinction : Extinction happens when the conditioned stimulus (CS) is presented repeatedly without the unconditioned stimulus (UCS). As a result, the conditioned response (CR) weakens and eventually fades away.

Spontaneous Recovery : Spontaneous recovery refers to the reappearance of a previously extinguished conditioned response (CR) after a period of rest, even if the conditioned stimulus (CS) is presented alone. This suggests that the association formed during conditioning is not entirely erased during extinction.

In conclusion, Pavlov’s key concepts and processes in classical conditioning provide a comprehensive framework for understanding how associations are formed between stimuli and responses, leading to the learning of behaviors through repeated pairings. The insights from Pavlov’s work have had a lasting impact on the field of behavioral psychology and continue to influence our understanding of learning processes.

Question 2.
What is classical conditioning and how does it operate in behavioral learning?
Answer:
Classical conditioning is a fundamental concept in behavioral psychology that describes a type of learning in which a neutral stimulus comes to evoke a response after being repeatedly paired with a stimulus that naturally elicits that response. This form of associative learning was first systematically studied by Ivan Pavlov in the late 19th and early 20th centuries.

The process of classical conditioning operates through the establishment of associations between stimuli and responses. It involves two key components: the unconditioned stimulus (UCS) and the conditioned stimulus (CS). The unconditioned stimulus is a stimulus that naturally and automatically triggers a specific response, known as the unconditioned response (UCR). In contrast, the conditioned stimulus is initially neutral and does not elicit the desired response. However, through repeated pairings with the unconditioned stimulus, the conditioned stimulus acquires the ability to evoke a learned response, known as the conditioned response (CR).

An illustrative example of classical conditioning is Pavlov’s famous experiment with dogs. In this experiment:
The unconditioned stimulus (UCS) was the presentation of food to the dogs, leading to the unconditioned response (UCR) of salivation.
The neutral stimulus (NS), initially unrelated to salivation, was a bell.

Through repeated pairings of the bell (NS) with the presentation of food (UCS), the bell became a conditioned stimulus (CS). As a result of this conditioning, the sound of the bell alone (CS) began to elicit salivation, even when food (UCS) was not presented. The salivation in response to the bell became the conditioned response (CR).

Classical conditioning operates on the principle of association, where the neutral stimulus becomes associated with the unconditioned stimulus, leading to a change in behavior. The learning occurs through repeated pairings of the neutral and unconditioned stimuli, creating a link in the mind of the organism between the two. Over time, the neutral stimulus alone can elicit the learned response, demonstrating the formation of a conditioned response.

Classical conditioning is not limited to the laboratory setting; it occurs naturally in everyday life and influences various aspects of human and animal behavior. For example, it can explain the development of emotional responses to previously neutral stimuli, such as fear or anxiety. It also plays a role in the acquisitidn of preferences and aversions based on associations formed between stimuli and outcomes.

In conclusion, classical conditioning is a process of learning through association, where a neutral stimulus becomes a conditioned stimulus capable of eliciting a learned response after repeated pairings with an unconditioned stimulus. This foundational concept in behavioral psychology provides insights into how organisms acquire new behaviors and emotional responses based on their experiences and environmental stimuli.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers :

Question 1 .
What is classical conditioning ?
(i) Learning by imitation
(ii) Learning by association
(iii) Learning through rewards and punishments
(iv) Learning through observation
Answer:
(ii) Learning by association

Question 2.
In classical conditioning, what does the neutral stimulus become after conditioning?
(i) Unconditioned stimulus
(ii) Conditioned response
(iii) Conditioned stimulus
(iv) Unconditioned response
Answer:
(iii) Conditioned stimulus

Question 3.
Which of the following is an example of a neutral stimulus in Pavlov’s experiment?
(i) Food
(ii) Bell
(iii) Salivation
(iv) Tuning fork
Answer:
(iv) Tuning fork

Question 4.
What is the unconditioned response in Pavlov’s experiment?
(i) Bell ringing
(ii) Salivation
(iii) Tuning fork sound
(iv) Food presentation
Answer:
(ii) Salivation

Question 5.
Extinction in classical conditioning refers to:
(i) Increasing the strength of conditioned response
(ii) Decreasing the strength of conditioned response
(iii) Associating a new stimulus with an existing response
(iv) Repeating the conditioned stimulus without reinforcement
Answer:
(ii) Decreasing the strength of conditioned response

Question 6.
What does spontaneous recovery indicate in classical conditioning?
(i) Gradual weakening of conditioned response
(ii) Immediate reoccurrence of conditioned response after extinction
(iii) Learning to distinguish between stimuli
(iv) Association of neutral stimulus with unconditioned stimulus
Answer:
(ii) Immediate reoccurrence of conditioned response after extinction

Question 7.
Which of the following is an example of unconditioned stimulus in Pavlov’s experiment?
(i) Bell
(ii) Tuning fork
(iii) Salivation
(iv) Food
Answer:
(iv) Food

Question 8.
Generalization in classical conditioning occurs when :
(i) The conditioned response is extinguished
(ii) The conditioned response occurs only to a specific stimulus
(iii) The conditioned response occurs in the presence of similar stimuli
(iv) Discrimination is achieved
Answer:
(iii) The conditioned response occurs in the presence of similar stimuli

Question 9.
What is discrimination in classical conditioning?
(i) Gradual weakening of a conditioned response
(ii) Immediate reoccurrence of a conditioned response after extinction
(iii) Distinguishing between similar stimuli and responding only to a specific one
(iv) Associating a new stimulus with an existing response
Answer:
(iii) Distinguishing between similar stimuli and responding only to a specific one

Question 10.
Who extensively studied classical conditioning during the early 20th century?
(i) John Watson
(ii) B.F. Skinner
(iii) Ivan Pavlov
(iv) Sigmund Freud
Answer:
(iii) Ivan Pavlov

Question 11.
What process in classical conditioning involves the gradual weakening and disappearance of a conditioned response?
(i) Generalization
(ii) Discrimination
(iii) Extinction
(iv) Spontaneous recovery
Answer:
(iii) Extinction

Question 12.
What is the term for the behavior that does not require any training or conditioning in classical conditioning?
(i) Conditioned response
(ii) Unconditioned response
(iii) Conditioned stimulus
(iv) Unconditioned stimulus
Answer:
(ii) Unconditioned response

Question 13.
Which of the following is NOT a concept proposed by Pavlov in classical conditioning?
(i) Neutral Stimulus
(ii) Conditioned Response
(iii) Voluntary Response
(iv) Unconditioned Stimulus
Answer:
(iii) Voluntary Response

Question 14.
What does spontaneous recovery suggest in classical conditioning?
(i) Gradual weakening of a conditioned response
(ii) Immediate reoccurrence of conditioned response after extinction
(iii) Learning to distinguish between stimuli
(iv) Association of neutral stimulus with unconditioned stimulus
Answer:
(ii) Immediate reoccurrence of conditioned response after extinction

Question 15.
In classical conditioning, what is the term for the behavior that occurs due to the conditioned stimulus?
(i) Unconditioned response
(ii) Neutral response
(iii) Conditioned response
(iv) Spontaneous response
Answer:
(iii) Conditioned response

II. Fill in the blanks

Question 1.
A tuning fork or a bell has nothing to do with salivation if used without association with _____.
Answer:
food

Question 2.
Food is an unconditioned stimulus for _____.
Answer:
salivation

Question 3.
When a neutral stimulus is conditioned with an unconditioned stimulus for bringing desired behavior change, it becomes a _____.
Answer:
conditioned stimulus

Question 4.
Salivation is an unconditioned response for _____ as an unconditioned stimulus.
Answer:
food

Question 5.
Salivation after ringing the bell or tuning fork is a _____ .
Answer:
conditioned response

Question 6.
If behavior occurs in the presence of other stimuli similar to the conditioned one, this is called _____.
Answer:
generalization

Question 7.
At a higher level of conditioning, the dog learns to distinguish sounds and stops salivation on sounds other than _____.
Answer:
the bell

Question 8.
If only the conditioned stimulus is presented repeatedly without associating with the unconditioned one, the desired behavior, such as salivation, fades and stops to _____.
Answer:
occur

Question 9.
After extinction, if the unconditioned stimulus is associated again with the conditioned stimulus, the behavior _____ immediately.
Answer:
reoccurs

Question 10.
Salivation is an unconditioned response for food as an _____.
Answer:
unconditioned stimulus

III. Correct the Sentences:

Question 1.
Classical conditioning operates specifically on reflexive and spontaneous responses rather than voluntary ones.
Answer:
Classical conditioning operates specifically on reflexive and involuntary responses rather than voluntary ones.

Question 2.
This theory explains learning by associations and focuses on learning of involuntary emotions or psychological responses such as fear, increased muscle tension, salivation or sweating. Answer: This theory explains learning by associations and focuses on involuntaiy emotions or psychological responses such as fear, increased muscle tension, salivation, or sweating.

Question 3.
During the salivation experiment, Pavlov proposed few concepts, which are very important to know if one wants to understand classical conditioning.
Answer:
During the salivation experiment, Pavlov introduced a few concepts that are essential to understand if one wants to comprehend classical conditioning.

Question 4.
A bell or a tuning fork when presented as stimulus along with food and get conditioned for salivation, it is a conditioned stimulus.
Answer:
Abell or a tuning fork, when presented as a stimulus along with food and conditioned for salivation, becomes a conditioned stimulus.

Question 5.
Unconditioned Stimulus: It is a stimulus that does not require any conditioning for the desired behavior. Sometimes it is known as a natural stimulus also, e.g. Food is an unconditioned stimulus for salivation.
Answer:
Unconditioned Stimulus: It is a stimulus that does not require any conditioning for the desired behavior. Sometimes it is known as a natural stimulus also. For example, food is an unconditioned stimulus for salivation.

Question 6.
The behavior or response occurred due to conditioned stimulus is known as conditioned response, e.g. salivation after ringing the bell or tuning fork is a conditioned response.
Answer:
The behavior or response that occurs due to a conditioned stimulus is known as a conditioned response. For example, salivation after ringing the bell or tuning fork is a conditioned response.

Question 7.
Pavlov proved that at a higher level of conditioning, the dog learnt to distinguish the sounds and stopped salivation on sounds other than the bell. This is called discrimination.
Answer:
Pavlov showed that at a higher level of conditioning, the dog learned to distinguish the sounds and stopped salivation to sounds other than the bell. This is called discrimination.

Question 8.
If only conditioned stimulus is being presented repeatedly without associating with the unconditioned one, the desired behavior (salivation in this context) faded and stopped to occur.
Answer:
If only the conditioned stimulus is presented repeatedly without being associated with the unconditioned one, the desired behavior (salivation in this context) fades and stops occurring.

Question 9.
He further identified few important processes in classical conditioning :
Answer:
He further identified a few important processes in classical conditioning :

Question 10.
Pavlov observed, if after extinction,- the unconditioned stimulus is being associated again with the conditioned stimulus, the behavior reoccurs immediately.
Answer:
Pavlov observed that if, after extinction, the unconditioned stimulus is associated again with the conditioned stimulus, the behavior reoccurs immediately.

IV. Answer the following Questions in one word:

Question 1.
What is classical conditioning?
Answer:
Classical conditioning is a behavioral learning paradigm where a neutral stimulus becomes capable of eliciting a response through consistent pairing with another stimulus.

Question 2.
Who extensively studied classical conditioning in the early 20th century?
Pavlov extensively studied classical conditioning in the early 20th century.

Question 3.
Define unconditioned stimulus.
Answer:
An unconditioned stimulus is a stimulus that does not require any conditioning for a desired behavior, often referred to as a natural stimulus.

Question 4.
What is a conditioned stimulus?
Answer:
A conditioned stimulus is a neutral stimulus that becomes associated with an unconditioned stimulus to bring about a desired behavior change.

Question 5.
Give an example of generalization in classical conditioning.
Answer:
Generalization in classical conditioning occurs when a behavior occurs in the presence of stimuli similar to the conditioned stimulus, such as salivation to sounds similar to the bell.

Question 6.
Explain the process of discrimination in classical conditioning.
Answer:
Discrimination in classical conditioning occurs when an organism learns to distinguish between different stimuli, responding only to the specific conditioned stimulus.

Question 7.
What is extinction in classical conditioning?
Answer:
Extinction in classical conditioning happens when a conditioned stimulus is repeatedly presented without being paired with the unconditioned stimulus, leading to the fading of the desired behavior.

Question 8.
Define spontaneous recovery in classical conditioning.
Answer:
Spontaneous recovery in classical conditioning is the reoccurrence of a behavior after extinction when the unconditioned stimulus is reintroduced with the conditioned stimulus.

Question 9.
What is an unconditioned response?
Answer:
An unconditioned response is the behavior or response that does not require training or conditioning, occurring naturally in response to an unconditioned stimulus.

Question 10.
Describe the phenomenon of classical conditioning in one sentence.
Answer:
Classical conditioning is a learning process by association, where a neutral stimulus gains the ability to evoke a natural response in the absence of the original stimulus.

Concept of classical conditioning:
• Classical conditioning is a behavioral learning paradigm where an initially neutral stimulus (S2) becomes capable of eliciting a response (Rl) when consistently paired with another stimulus (SI) that naturally elicits the response. Through repeated exposure to SI and S2 together, the response originally associated only with S1 begins to occur in the presence of S2 alone, even when SI is absent. An illustrative example involves a boisterous uncle; the loud voice (S1) naturally eliciting fear (R1) and the moustache (originally neutral, S2) becoming associated with fear through consistent pairing.

• Pavlov, in the early 20th century, extensively studied classical conditioning. His groundbreaking work, documented in 1927 and 1928, highlighted the phenomenon. Classical conditioning operates specifically on reflexive and spontaneous responses rather than voluntary ones. The process is defined as learning by association, where the neutral stimulus gains the ability to evoke the natural response even in the absence of the original stimulus. Classical conditioning provides insights into how learned associations impact behavior, forming a foundational aspect of behavioral psychology.

Pavlov’s Classical Conditioning:
Pavlov was basically a physiologist. While working on digestive system, he propose a theory of learning which propagates stimulus-response conditioning. This theory is known as ‘classical’ as it was first theory of conditioning, later Watson and Skinner worked on its different dimensions. This learning theory of Pavlov is based on his famous experiment of dog. This theory explains learning by associations and’focuses on learning of involuntary emotions or psychological responses such as fear, increased muscle tension, salivation or sweating.

During the salivation experiment, Pavlov proposed few concepts, which are very important to know, if one wants to understand classical conditioning. During the salivation experiment, Pavlov proposed few concepts, which are very important to know, if one wants to understand classical conditioning.

• Neutral Stimulus : It is a stimulus which is not responsible directly for desired response in neutral condition, e.g.: a tuning fork or a bell has nothing to do with salivation, if it is being used without association with food.

• Unconditioned Stimulus : It is a stimulus which does not require any conditioning for desired behaviour. Sometimes it is known as natural stimulus also, e.g. Food is an unconditioned stimulus for salivation.

• Conditioned Stimulus : When a neutral stimulus is conditioned with an unconditional stimulus for bringing desired behaviour change, it becomes a conditioned stimulus. A bell or a tuning fork when presented as stimulus along with food, and get conditioned for salivation, it is conditioned stimulus.

• Unconditioned Response : The behaviour which does not require any training or conditioning for association with an unconditioned stimulus, e.g. salivation is unconditioned response for food as unconditioned stimulus.

• Conditioned Response : The behaviour of response occurred due to conditioned stimulus, is known as conditioned response, e.g. salivation after ringing the bell or tuning fork is a conditioned response.

He further identified few important processes in classical conditioning :
• Generalization : If behaviour occurs in presence of other stimulus similar to the conditioned one, this is called generalization, e.g. salivation after hearing the sounds similar to bell (sometimes may be in higher or lower tone also), is called process of generalization.

• Discrimination: Pavlov proved that at higher level of conditioning, dog learnt to distinguish the sounds and stopped salivation on sounds other than the bell. This is called discrimination.

• Extinction : If only conditioned stimulus is being presented repeatedly without associating with the unconditioned one, the desired behaviour (salivation in this context) faded and stopped to occur.

• Spontaneous Recovery: Paylov observed, if after extinction, the unconditioned stimulus is being associated again with conditioned stimulus, the behaviour, reoccurs immediately.

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 7 Theories of Learning: Trial and Error Theory, and Laws of Learning Questions and Answers.

CHSE Odisha 12th Class Education Chapter 6 Question Answer Theories of Learning: Trial and Error Theory, and Laws of Learning

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
Who was the chief proponent of the Trial and Error theory of learning?
Answer:
E.L. Thorndike (1874 – 1949) was the chief proponent of the Trial and Error theory of learning.

Question 2.
What was the subject of Thorndlke’s famous Puzzle Box Experiment?
Answer:
Thorndike’s Puzzle Box Experiment involved a hungry cat confined in a box, requiring it to pull a string to access food outside the box.

Question 3.
According to Thorndike, how did learning occur in the Puzzle Box Experiment?
Answer:
Thorndike concluded that learning in the Puzzle Box Experiment was the result of forming direct connections between stimuli and responses through trial and error.

Question 4.
What is the Law of Readiness in Thorndike’s Laws of Learning?
Answer:
The Law of Readiness states that learning occurs when there is a preparedness or action tendency to engage in the learning process.

Question 5.
Explain the Law of Exercise in Thorndike’s Laws of Learning.
Answer:
The Law of Exercise asserts that drill or practice enhances the efficiency and durability of learning, strengthening connections through repetition.

Question 6.
According to Thorndike, what does the Law of Effect state?
Answer:
The Law of Effect posits that actions leading to satisfaction strengthen connections, while dissatisfaction weakens or eliminates connections in the learning process.

Question 7.
What does the Law of Multiple Response propose in learning?
Answer:
The Law of Multiple Response suggests that organisms vary their responses until an appropriate behavior is discovered, emphasizing the importance of trying different approaches.

Question 8.
How does the Law of Set or Attitude influence learning?
Answer:
The Law of Set or Attitude highlights that an individual’s total attitude determines what actions will be satisfying or annoying, influencing the learning process.

Question 9.
What does the Law of Pre-potency of Elements indicate in learning?
Answer:
The Law of Pre-potency of Elements states that learners selectively react to essential elements in a situation while neglecting irrelevant features, contributing to insightful learning.

Question 10.
According to Thorndike, what is the Law of Response by Analogy?
Answer:
The Law of Response by Analogy suggests that individuals use past experiences to learn new situations, relying on common elements from similar past experiences.

Question 11.
What does the Law of Associative Shifting propose in learning?
Answer:
The Law of Associative Shifting suggests that a learner can associate a response they are capable of with any situation to which they are sensitive, allowing for versatile learning.

Question 12.
In Thorndike’s Puzzle Box Experiment, what reduced as the cat’s repetitions increased?
Answer:
Thorndike observed that errors reduced as the cat’s repetitions increased in the Puzzle Box Experiment, indicating gradual improvement in performance.

Question 13.
How did Thorndike illustrate the Law of Associative Shifting with a cat?
Answer:
Thorndike illustrated the Law of Associative Shifting by teaching a cat to stand up at a command, associating the response with the
presentation of a fish.

Question 14.
According to Thorndike, what is the significance of satisfaction in the Law of Effect ? Answer: The Law of Effect emphasizes that responses leading to satisfaction are learned and selected, contributing to the consolidation and strengthening of connections.

Question 15.
What role does intensity play in Thorndike’s Law of Effect?
Answer:
Intensity is an important condition of the Law of Effect, as greater satisfaction leads to stronger motives to learn, according to Thorndike’s learning theory.

II. Answer with in Five/Six sentence:

Question 1.
Box Experiment. In this experiment, a hungry cat had to figure out how to pull a string to access food. Thorndike observed gradual improvement over trials, leading him to conclude that learning involves forming direct connections between stimuli and responses.

Question 2.
Describe Thorndike’s Puzzle Box Experiment and its implications for learning.
Answer:
Thorndike’s Puzzle Box Experiment involved placing a hungry cat in a box with food outside. The cat had to pull a string to open the box and access the food. Through repeated trials, Thorndike observed a decrease in errors, indicating a gradual learning process. This experiment laid the foundation for the understanding of connectionism and the role of trial and error in learning.

Question 3.
What are Thorndike’s Laws of Learning, and how do they explain the learning process?
Answer:
Thorndike proposed three primary laws of learning: Law of Readiness, Law of Exercise, and Law of Effect. The Law of Readiness emphasizes the importance of preparedness for learning. The Law of Exercise underscores the role of practice in strengthening connections. The Law of Effect suggests that satisfying experiences reinforce learning. These laws, along with five subordinate laws, provide a comprehensive framework for understanding the dynamics of the learning process.

Question 4.
Explain the Law of Readiness and its significance in the context of learning.
Answer:
The Law of Readiness, a fundamental concept in Thorndike’s theory, asserts that learning occurs when an individual is mentally prepared or has an action tendency. It highlights the necessity for a learner to be ready and willing to engage in the learning process. For instance, a typist must be mentally prepared to start learning typing for effective progress to take place.

Question 5.
How does the Law of Exercise contribute to the efficiency and durability of learning, according to Thorndike?
Answer:
The Law of Exercise posits that practice or drill enhances the efficiency and durability of learning. Thorndike’s S-R Bond Theory suggests that connections are strengthened with repeated practice and weakened when practice is discontinued. Examples such as learning to drive a car or memorizing a poem illustrate how exercise and repetition play a crucial role in the learning process.

Question 6.
Elaborate on the Law of Effect and its implications for teaching.
Answer:
The Law of Effect states that actions leading to satisfaction strengthen connections, while dissatisfaction weakens them. In teaching, this implies that educators should create a positive and satisfying learning environment. The law emphasizes the importance of making learning enjoyable and aligning teaching methods with the tastes and interests of students to enhance motivation and effective learning.

Question 7.
What are the five subordinate laws mentioned by Thorndike, and how do they further explain the learning process?
Answer:
Thorndike’s five subordinate laws include the Law of Multiple Response, Law of Set or Attitude, Pre-potency of Elements, Law of Response by Analogy, and Law of Associative Shifting. These laws delve deeper into the learning process, addressing aspects like varying responses, the learner’s attitude, selective attention to relevant elements, utilizing past experiences, and associating responses with different situations, enriching the understanding of how individuals learn.

Group – B

Long Type Questions With Answers

Question 1.
Explore the Trial and Error Theory of learning and discuss its educational implications.
Answer:
Trial and Error Theory, a concept pioneered by psychologist E.L. Thorndike, is a method of learning where various responses are attempted until a successful solution is reached. In the realm of education, this theory holds profound implications for both students and educators, shaping the learning process and influencing pedagogical approaches.

• In essence, Trial and Error Theory posits that learning is an iterative process involving experimentation, refinement, and adaptation. This approach challenges the traditional notion of mistakes as failures and instead views them as essential steps toward understanding and mastery. From an educational standpoint, this theory prompts a shift in perspective towards a more dynamic and student-centric learning environment.

• One educational implication of Trial and Error Theory is the encouragement of active student engagement. By fostering an atmosphere where students feel free to explore different approaches and solutions, educators empower them to take ownership of their learning journey. This approach aligns with constructivist principles, emphasizing that knowledge is actively constructed by the learner through meaningful experiences and interactions.

• Furthermore, Trial and Error Theory underscores the importance of cultivating a growth mindset within students. In a growth mindset, individuals perceive challenges and setbacks as opportunities for learning and improvement rather than insurmountable obstacles. Integrating this mindset into educational practices promotes resilience, perseverance, and a positive attitude towards learning. Students learn to view errors not as setbacks but as stepping stones towards mastery.

• Practical applications of Trial and Error Theory can be found in project-based learning and problem-solving activities. Assignments that require students to tackle real-world problems encourage them to experiment with different strategies, assess outcomes, and refine their approaches based on feedback. This not only enhances critical thinking skills but also prepares students for the uncertainties and complexities they may encounter in their future endeavors.

• Moreover, Trial and Error Theory emphasizes the importance of providing constructive feedback. In an educational setting, effective feedback serves as a guide for students to reflect on their attempts, understand where improvements can be made, and refine their strategies accordingly. Teachers play a crucial role in creating a supportive feedback loop that encourages continuous learning and improvement.

• The theory also advocates for a flexible and adaptive curriculum. Recognizing that students learn at different paces and through various approaches, educators can tailor their teaching methods to accommodate diverse learning styles. This individualized approach aligns with the idea that each student may take different paths to understanding and mastery, embracing the diversity of thought and learning within a classroom.

• Trial and Error Theory also highlights the importance of promoting a positive and inclusive learning environment. When students feel encouraged to experiment without fear of judgment, they are more likely to take intellectual risks and explore innovative solutions. This fosters a sense of creativity and curiosity, essential qualities for lifelong learners.

• In conclusion, Trial and Error Theory of learning revolutionizes the educational landscape by challenging traditional notions of success and failure. By promoting an active, student-centric approach, cultivating a growth mindset, integrating practical applications, emphasizing constructive feedback, supporting adaptability in curriculum design, and fostering a positive learning environment, this theory offers a holistic framework for a dynamic and effective educational experience. Embracing Trial and Error Theory not only equips students with essential skills for the future but also nurtures a love for learning that extends beyond the classroom.

Question 2.
What are the foundational principles Mid bases of the Trial and Error Theory of learning, as proposed by E.L. Thorndike? Provide a comprehensive explanation of the key elements that form the basis of this theory.
Answer:
E.L. Thorndike’s Trial and Error Theory of learning is anchored in several foundational principles that offer insights into the dynamic process of acquiring knowledge and skills. These key dements form the basis of the theory, providing a comprehensive understanding of how individuals learn through repeated experiences and associations.

Connectionism : At the heart of Thorndike’s theory lies the principle of connectionism. He proposed that learning is the establishment of bonds or connections between stimuli and responses. In essence, individuals form associations between specific situations and the corresponding actions or responses. This connectionist perspective suggests that learning involves creating direct links between stimuli in the environment and the appropriate behavioral responses.

Law of Effect : The Law of Effect is a fundamental principle that underscores the jonsequences of behavior in the learning process. According to Thorndike, behaviors followed by satisfaction or positive outcomes are strengthened, while those followed by dissatisfaction or negative consequences are weakened. This law highlights the importance of reinforcement in shaping and modifying behavior. Positive outcomes serve as a catalyst for the strengthening of connections, contributing to the overall learning experience.

Law of Readiness : Thorndike introduced the Law of Readiness as a crucial component of his theory. This principle emphasizes that effective learning occurs when individuals are in a state of readiness or preparedness for learning. Readiness refers to a mental and emotional state where the learner is receptive and inclined to engage in the learning process. Learning is more likely to be successful when the individual is mentally prepared to establish connections between stimuli and responses.

Law of Exercise: The Law of Exercise highlights the significance of practice and repetition in the learning process. Thorndike argued that drill or exercise contributes to the efficiency and durability of learning. Through repeated practice, the connections formed between stimuli and responses are strengthened. Conversely, discontinuing practice weakens these connections. This principle aligns with the idea that regular and deliberate practice enhances the robustness of learned associations.

Law of Effect: Another key principle is the Law of Effect, which posits that the steps leading to satisfaction strengthen the bonds or connections formed during learning. Satisfying experiences contribute to the consolidation and reinforcement of these Connections. On the other hand, experiences associated with dissatisfaction, annoyance, or pain lead to the weakening or stamping out of the connections. This law underscores the importance of positive reinforcement in the learning process.

Understanding these foundational principles provides a comprehensive framework for grasping the Trial and Error Theory of learning. The theory’s emphasis on connectionism, the impact of consequences, the role of readiness, and the significance of exercise collectively illuminate how individuals navigate the learning process through repeated experiences and the formation of associations between stimuli and responses. Thorndike’s insights continue to influence our understanding of learning dynamics and have implications for educational practices and theories.

Group – C

Objective type Questions with Answers
II. Multiple Choice Questions with Answers :

Question 1.
Who was the chief exponent of the theory of connectionism or trial and error?
(i) B.F. Skinner
(ii) Ivan Pavlov
(iii) E.L. Thorndike
(iv) John Watson
Answer:
(iii) E.L. Thorndike

Question 2.
What is the central idea behind trial and error learning?
(i) Learning through observation
(ii) Learning through imitation
(iii) Learning through various attempts and discarding incorrect responses
(iv) Learning through punishment
Answer:
(iii) Learning through various attempts and discarding incorrect responses

Question 3.
In Thorndike’s Puzzle Box Experiment, what did the hungry cat have to do to get to the food outside the box?
(i) Press a lever
(ii) Solve a puzzle
(iii) Pull a string
(iv) Push a button
Answer:
(iii) Pull a string

Question 4.
What did Thorndike observe as the repetition of trials increased in the Puzzle Box Experiment?
(i) Decrease in errors
(ii) Increase in errors
(iii) Random behavior
(iv) No change in behavior
Answer:
(i) Decrease in errors

Question 5.
According to Thorndike, what does learning involve in terms of stimulus and response?
(i) Formation of connections between stimulus and response
(ii) Isolation of stimulus from response
(iii) Random association of stimulus and response
(iv) Ignoring the role of stimulus in learning
Answer:
(i) Formation of connections between stimulus and response

Question 6.
What is the first primary law of learning according to Thorndike?
(i) Law of Effect
(ii) Law of Readiness
(iii) Law of Exercise
(iv) Law of Multiple Response
Answer:
(ii) Law of Readiness

Question 7.
What does the Law of Exercise suggest about learning?
(i) Learning occurs through satisfaction
(ii) Learning involves set or attitude
(iii) Drill or practice helps increase efficiency and durability
(iv) Learning is guided by response to the essential elements
Answer:
(iii) Drill or practice helps increase efficiency and durability

Question 8.
According to the Law of Effect, what happens when a trial leads to satisfaction?
(i) The connection weakens
(ii) The bond or connection is stamped in
(iii) Learning is not affected
(iv) The connection becomes irrelevant
Answer:
(ii) The bond or connection is stamped in

Question 9.
Which law emphasizes the importance of varying responses until an appropriate behavior is discovered?
(i) Law of Set or Attitude
(ii) Law of Multiple Response
(iii) Pre-potency of Elements
(iv) Law of Associative Shifting
Answer:
(ii) Law of Multiple Response

Question 10.
What is the Law of Set or Attitude concerned with in the context of learning?
(i) Varying responses
(ii) Selectivity in reacting to essential elements
(iii) Preparing oneself for action
(iv) Utilizing old experiences in a new situation
Answer:
(iii) Preparing oneself for action

Question 11.
According to the Law of Associative Shifting, what does the learner do when a response is associated with any other situation to which they are sensitive?
(i) Reinforce the existing connection
(ii) Form a new connection
(iii) Shift the response associated with any other situation
(iv) Ignore the response
Answer:
(iii) Shift the response associated with any other situation

Question 12.
Which law suggests that the learner reacts selectively to important elements in a situation?
(i) Law of Multiple Response
(ii) Law of Set or Attitude
(iii) Pre-potency of Elements
(iv) Law of Response by Analogy
Answer:
(iii) Pre-potency of Elements

Question 13.
How does the Law of Readiness describe the role of preparation in learning?
(i) Learning takes place when an action tendency is aroused through preparatory adjustment
(ii) Learning is automatic and does not require preparation
(iii) Learning is solely based on satisfaction
(iv) Learning is a result of random movements
Answer:
(i) Learning takes place when an action tendency is aroused through preparatory adjustment

Question 14.
What does the Law of Response by Analogy suggest about learning in a new situation?
(i) Learners should ignore past experiences
(ii) Common elements from old experiences are used in learning
(iii) Learners should avoid any association with past experiences
(iv) Learning is purely based on trial and error
Answer:
(ii) Common elements from old experiences are used in learning

Question 15.
How does the Law of Associative Shifting relate to teaching a cat to stand up at a command?
(i) Reinforcing the existing response
(ii) Shifting the response associated with a command
(iii) Ignoring the command
(iv) Repeating the command without any change
Answer:
(ii) Shifting the response associated with a command

II. Fill in the blanks :

Question 1.
Trial and Error is a method of learning in which various responses are ______ until a solution is attained.
Answer:
tentatively tried and some discarded

Question 2.
E.L. Thorndike was the chief exponent of the theory of connectionism or ______ .
Answer:
trial and error

Question 3.
Thorndike conducted the Stimulus-Response (S-R) theory experiment with the help of ______.
Answer:
animals

Question 4.
According to Thorndike, all learning is the formation of bonds or connections between ______.
Answer:
stimulus and response

Question 5.
In Thorndike’s Puzzle Box Experiment, the hungry cat had to pull a ______ to come out of the box.
Answer:
string

Question 6.
Thorndike concluded that the learning of the cat in the puzzle box can be explained in terms of the formation of direct ______ between stimulus and response.
Answer:
connectionism

Question 7.
The first primary law of learning according to Thorndike is the ‘Law of ______.’
Answer:
Readiness

Question 8.
Readiness means a preparation of ______.
Answer:
action

Question 9.
The second law of learning is the ‘Law of’ ______ which states that drill or practice helps in increasing efficiency and durability of learning.
Answer:
Exercise

Question 10.
According to Thorndike’s S-R Bond Theory, connections are strengthened with ______ or practice.
Answer:
drill

Question 11.
The third law of learning is the ‘Law of’ where trial or steps leading to satisfaction stamp in the bond or connection.
Answer:
Effect

Question 12.
Satisfying states lead to consolidation and ______ of the connection.
Answer:
strengthening

Question 13.
Thorndike refers to five subordinate laws, one of which is the ‘Law of ______ Response.’
Answer:
Multiple

Question 14.
Learning is guided by a total set or attitude of the organism, which determines not only what the person will do but what will ______ or annoy him.
Answer:
satisfy

Question 15.
According to the ‘Law of Pre-potency of Elements,’ the learner reacts selectively to the ______ in the situation.
Answer:
important or essential

Question 16.
The Law of Response by Analogy suggests that the individual makes use of old experiences or acquisitions while learning a new ______.
Answer:
situation

Question 17.
According to the Law of Associative Shifting, a learner may get a response associated with any other ______ to which he is sensitive.
Answer:
situation

Question 18.
Thorndike illustrated the Law of Associative Shifting by teaching a cat to ______ at a command.
Answer:
stand up

Question 19.
The Law of Associative Shifting involves associating a response with any other situation to which the learner is ______.
Answer:
sensitive

Question 20.
Thorndike’s Laws of Learning provide insights into the ______ of learning and the factors that influence it.
Answer:
process

III. Correct the Sentences :

Question 1.
Trial and Error is a method of learning in which various responses are tentatively tried and some discarded until a solution is attained.
Answer:
Trial and Error is a learning method in which various responses are tentatively tried, and some are discarded until a solution is attained.

Question 2.
He was an American Psychologist who conducted Stimulus – Response(S-R) theory experiment with the help of animals.
Answer:
He was an American Psychologist who conducted a Stimulus-Response (S-R) theory experiment with the help of animals.

Question 3.
The cat in the box made several random movements of jumping, dashing, and running to get out of the box.
Answer:
The cat in the box made several random movements, such as jumping, dashing, and running, to get out of the box’

Question 4.
The cat at last succeeded in pulling the string.
Answer:
The cat finally succeeded in pulling the strmg.

Question 5.
He concluded that learning of cat in the puzzle box can be explained in term of formation-of direct connectionism between stimulus and response.
Answer:
He concluded that the learning of the cat in the puzzle box can be explained in terms of the formation of direct connectionism between stimulus and response.

Question 6.
The repetition increases the error also reduced i.e., Thorndike’s cat showed slow, gradual and continuous improvement in performance over successive trials.
Answer:
The repetition increases; the error also reduced, i.e., Thorndike’s cat showed slow, gradual, and continuous improvement in performance over successive trials.

Question 7.
Law of Readiness means that learning takes place when an action tendency is aroused through preparatory adjustment, set, or attitude.
Answer:
The Law of Readiness means that learning takes place when an action tendency is aroused through preparatory adjustment, set, or attitude.

Question 8.
Thorndike also refer to five subordinate laws which further help to explain the learning . process.
Answer:
Thorndike also referred to five subordinate laws that further help to explain the learning process.

Question 9.
According to it the organism varies or changes its response till an appropriate behaviour is hit upon.
Answer:
According to it, the organism varies or changes its response until an appropriate behavior is hit upon.

Question 10.
Learning is guided by a total set or attitude of the organism, which determines not only what the person will do but what will satisfy or annoy him.
Answer:
Learning is guided by a total set or attitude of the organism, which determines not only what the person will do but also what will satisfy or annoy him.

Question 11.
In this law of pre-potency of elements, Thorndike is really anticipating insight in learning which was more emphasized by the Gestaltions.
Answer:
In this law of pre-potency of elements, Thorndike is really anticipating insight in learning, which was more emphasized by the Gestalt psychologists.

Question 12.
According to this law, the individual makes use of old experiences or acquisitions while learning a new situation.
Answer:
According to this law, the individual makes use of old experiences or acquisitions while learning a new situation.

Question 13.
According to this law we may get a response, of which a learner is capable, associated with any other situation to which he is sensitive.
Answer:
According to this law, we may get a response of which a learner is capable, associated with any other situation to which he is sensitive.

Question 14.
Thorndike illustrated this by the act of teaching a cat to stand up at a command.
Answer:
Thorndike illustrated this by teaching a cat to stand up on command.

III. Answer the following questions in one word :

Question 1.
Who was the chief proponent of the Trial and Error Theory?
Answer:
E.L. Thorndike.

Question 2.
What is Trial and Error learning?
Answer:
A method where various responses are attempted until a solution is found.

Question 3.
Describe Thorndike’s Puzzle Box Experiment briefly.
Answer:
A hungry cat in a box had to pull a string to access food, exhibiting gradual improvement in performance over trials.

Question 4.
According to Thorndike, what is learning the formation of?
Answer:
Bonds or connections between stimulus and response.

Question 5.
What does the Law of Readiness emphasize in learning?
Answer:
The importance of being prepared or having a readiness to learn.

Question 6.
What does the Law of Exercise state in learning?
Answer:
Drill or practice enhances the efficiency and durability of learning.

Question 7.
What does the Law of Effect suggest in terms of learning?
Answer:
Responses leading to satisfactibn strengthen connections, while dissatisfaction weakens them.

Question 8.
What does the Law of Multiple Response propose?
Answer:
The organism Varies its responses until an appropriate behavior is discovered.

Question 9.
What is the focus of the Law of Set or Attitude in learning?
Answer:
The total set or attitude of the organism, guiding actions and determining satisfaction.

Question 10.
What does the Law of Pre-potency of Elements emphasize in learning?
Answer:
The learner reacts selectively to essential elements, neglecting irrelevant ones.

Question 11.
According to Thorndike, what does the Law of Response by Analogy suggest?
Answer:
Learners use old experiences while learning new situations, drawing on common elements.

Question 12.
What is the Law of Associative Shifting in learning?
Answer:
Getting a response associated with any situation to which the learner is sensitive.

Question 13.
How did Thorndike illustrate the Law of Associative Shifting?
Answer:
By teaching a cat to stand up at a command, initially using a fish as a stimulus.

Question 14.
What does the Law of Readiness state is necessary for learning to occur?
Answer:
A state of preparedness or action tendency.

Question 15.
What does Thorndike’s Puzzle Box Experiment reveal about learning?
Answer:
Learning involves slow, gradual, and continuous improvement in performance over successive trials.

Introduction

Trial and Error is a method of learning in which various responses are tentatively tried and some discarded until a solution is attained. E.L.Thomdike (1874-1949) was the chief exponent of the theory of connectionism or trial and error. He was an American Psychologist who conducted Stimulus – Response(S-R) theory experiment with the help of animals. Thorndike was the first to study the subject of learning systematically using standardized procedure and apparatus. All learning, according to Thorndike is the formation of bonds or connections between stimulus-response.

The Puzzle Box Experiment:
Thorndike’s Experiment on cat in the puzzle is widely known and often quoted in psychology of learning. The experimental set up was very simple. A hungry cat was confined in a puzzle box and outside the box a dish of food was kept. The cat, in the box had to pull a string to come out of the box. The cat in the box made several random movements of jumping, dashing and running to get out of the box. The cat at last succeeded in pulling the string. The door of the puzzle box opened, the cat came out and ate the food.

He promptly put the cat to next trial. The cat again gave a lot of frantic behaviour but it soon succeeded in pulling the string. It repeated for several time, Thorndike noticed as the repetition increases the error also reduced i.e., Thorndike’s cat showed slow, gradual and continuous improvement in performance over successive trials. He concluded that learning of cat in the puzzle box can be explained in term of formation of direct connectionism between stimulus and response.

Thorndike’s Laws of Learning :
1. Law of Readiness : First primary law of learning, according to him, is the ‘Law of Readiness’ or the ‘Law of Action Tendency’, which means that learning takes place when an action tendency is aroused through preparatory adjustment, set or attitude. Readiness means a preparation of action. If one is not prepared to learn, learning cannot be automatically instilled in him, for example, unless the typist, in order to learn typing prepares himself to start, he would not make much progress in a lethargic & unprepared manner.

2. Law of Exercise : The second law of learning is the ‘Law of Exercise’, which means that drill or practice helps in increasing efficiency and durability of learning and according to Throndike’s S-R Bond Theory, the connections are strengthened with trail or practice and the connections are weakened when trial or practice is discontinued. The ‘law of exercise’, therefore, is also understood as the Taw of use and disuse’ in which case connections or bonds made in the brain cortex are weakened or loosened. Many examples of this case are found in case of human learning. Learning to drive a motor-car, typewriting, singing or memorizing a poem or a mathematical table, and music etc. need exercise and repetition of various movements and actions many times.

3. Law of Effect: The third law is the ‘Law of Effect’, according to which the trial or steps leading to satisfaction stamps in the bond or connection. Satisfying states lead to consolidation and strengthening of the connection, whereas dis-satisfaction, annoyance or pain lead to the weakening or stamping out of the connection. In fact, the Taw of effect’ signifies that if the response satisfy the subject, they are learnt and selected, while those which are not satisfying are eliminated. Teaching, therefore, must be pleasing. The educator must obey the tastes and interests of his pupils. In other words, greater the satisfaction stronger will be the motive to learn. Thus, intensity is an important condition of Taw of effect’. Besides these three basic laws, Throndike also refer to five subordinate laws which further help to explain the learning process. These are

4. Law of Multiple Response : According to it the organism varies or changes its response till an appropriate behaviour is hit upon. Without varying the responses, the correspondence for the solution might never be elicited. If the individual wants to solve a puzzle, he is to try in different ways rather than mechanically persisting in the same way. Throndike’s cat in the puzzle box moved about and tried many ways to come out till finally it hit the latch with her paw which opened the door and it jumped out.

5. The Law of Set or Attitude : Learning is guided by a total set or attitude of the organism, which determines not only what the person will do but what will satisfy or annoy him. For instance, unless the cricketer sets himself to make a century, he will not be able to score more runs. A student, similarly, unless he sets to get first position and has the attitude of being at the top, would while away the time and would ndt learn much. Hence, learning is affected more in the individual if he is set to learn more or to excel.

6. Pre- potency of Elements : According to this law, the learner reacts selectively to the important or essential in the situation and neglects the other features or elements which may be irrelevant or non- essential. The ability to deal with the essential or the relevant part of the situation, makes analytical and insightful learning possible. In this law of pre-potency of elements, Thorndike is really anticipating insight in learning which was more emphasized by the Gestaltions.

7. Law of Response by Analogy : According to this law, the individual makes use of old experiences or acquisitions while learning a new situation. There is a tendency to utilise common elements in the new situation as existed in a similar past situation. The learning of driving a car, for instance, is facilitated by the earlier acquired skill of driving a motor cycle or even riding a bicycle because the perspective or maintaining a balance and controlling the handle helps in stearing the car.

8. The Law of Associative Shifting : According to this law we may get an response, of which a learner is capable, associated with any other situation to which he is sensitive. Thorndike illustrated this by the act of teaching a cat to stand up at a command. A fish was dangled before the cat while he said ‘stand up’. After a number trails by presenting the fish after uttering the command ‘stand up’, he later ousted the fish and the over all command of ‘stand up’ was found sufficient to evoke the response in the cat by standing up or her hind legs.

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 5 John Dewey Questions and Answers.

CHSE Odisha 12th Class Education Chapter 5 Question Answer John Dewey

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence:

Question 1.
Who is John Dewey and what is the basis of his educational philosophy?
Answer:
John Dewey is a philosopher and educationist known for his pragmatist views on education. His philosophy is centered on the idea that knowledge is a result of action, and he emphasizes the continuous reconstruction of experiences in the educational process..

Question 2.
What is the central concept of education according to Dewey?
Answer:
Dewey considers experience as the central concept of education. He believes that children learn through their experiences, and education should focus on problem-solving through reflective inquiry.

Question 3.
How does Dewey view knowledge and truth in education?
Answer:
Dewey believes that knowledge is gained through inquiry, reflective thinking, experimentation, and fact-finding. He rejects the notion of an ultimate truth, emphasizing the ever- changing nature of knowledge based on evolving experiences.

Question 4.
What is Dewey’s perspective on change in education?
Answer:
Dewey argues that change is necessary for individual and social development. He believes that education systems, methods, and approaches should adapt to the evolving needs of the times, and education is for the child, not the other way around.

Question 5.
In what way does Dewey envision a democratic society through education?
Answer:
Dewey advocates for the establishment of a democratic society based on education. In an ideal society, he emphasizes the development of social and communal feelings, awareness of duties and rights, and mutual cooperation.

Question 6.
What are the key aspects of Dewey’s educational aims?
Answer:
Dewey’s educational aims include philosophy as a byproduct of education, the idea that education is life itself, and the concept that education is a miniature society promoting social continuity.

Question 7.
According to Dewey, how does education contribute to the development of an individual in society?
Answer:
Dewey believes that education is the process of reconstructing experiences. In a democratic world, education is the right of every individual, leading to continuous development through social and individual experiences.

Question 8.
How does Dewey suggest shaping the curriculum?
Answer:
Dewey suggests that the curriculum should be determined by the child’s instincts and abilities, emphasizing utility, flexibility, experiential learning, and closeness to life. He advocates for a child-centered curriculum.

Question 9.
What methods of teaching does Dewey promote?
Answer:
Dewey promotes teaching methods such as learning by doing, field visits, projects, problem-solving, inquiry-based learning, experimentation, observation, critical analysis, and debate to make the curriculum more integrated and closely connected to the child’s life.

Question 10.
What role does Dewey assign to teachers in education?
Answer:
According to Dewey, teachers are friends, philosophers, and guides. They are major agents for the socialization of the child, representing society and guiding children to effectively live in society.

Question 11.
How does Dewey view discipline in education?
Answer:
Dewey emphasizes social discipline based on the child’s nature, actions, and social accountability. He prefers self-discipline over externally enforced discipline, rejecting artificial or unnatural methods based on fear.

Question 12.
What impact has John Dewey’s philosophy had on modern education?
Answer:
Dewey’s philosophy has significantly influenced modem education, emphasizing the construction of knowledge through the child’s experiences. His ideas align with constructivist approaches, as seen in Vygot sky’s educational theories.

Question 13.
What is the fundamental aim of education according to Dewey?
Answer:
According to Dewey, the fundamental aim of education is the development of capacities in the individual to control the environment and fulfill their possibilities, considering both psychological and social aspects.

Question 14.
How does Dewey describe the relationship between an individual and society in education?
Answer:
Dewey sees an individual as the soul of the body, which is society. He believes in the interdependence of individual and society, with education contributing to the development of both.

Question 15. What does Dewey mean by stating, “Education is life itself and not a preparation for life”?
Answer:
Dewey argues that education is not merely a preparation for future living but is life itself. He emphasizes the importance of practical knowledge that can be used in life, giving priority to behavioral and vocational skills.

II. Answer with in Five/Six sentence :

Question 1.
Who is John Dewey, and what is the foundation of his educational philosophy?
Answer:
John Dewey, a renowned philosopher and educationist of the modem age, based his educational philosophy on the principles of pragmatism. He believed that knowledge results from action and considered change as the fundamental reality of the world. Dewey’s significant contributions to educational thought are found in his notable works such as ‘Democracy and Education’ (1916), ‘Logic’ (1938), and ‘Experience and Education’ (1938).

Question 2.
What is the central concept of Dewey’s educational philosophy?
Answer:
The central concept of Dewey’s educational philosophy is the idea that education should be experience-centered. He argued that children learn through direct, meaningful experiences, and the curriculum should reflect the continuity of life experiences.

Question 3.
How does Dewey view knowledge and truth in education?
Answer:
Dewey posited that knowledge is gained through inquiry, reflective thinking, experimentation, and fact-finding. He rejected the notion of ultimate truth, asserting that truth is an instrument used by humans to solve problems, and as problems change, truth also changes.

Question 4.
What is Dewey’s perspective on the aim of education?
Answer:
According to Dewey, the main aim of education is to make a child capable of solving life’s problems through their experiences. He emphasized that education should contribute to making human life prosperous and happy.

Question 5.
How does Dewey view the relationship between education and democracy?
Answer:
Dewey believed that education should prepare individuals for active citizenship in a democratic society. He envisioned the establishment of a democratic society based on the principles of social cooperation, awareness of duties and rights, and the development of communal feelings.

Question 6.
What role does experiential learning play in Dewey’s philosophy of education?
Answer:
Dewey considered experience as the central concept of education, advocating for learning through direct experiences. He believed that students should actively engage with their environment, and learning by doing is crucial for a deeper understanding of concepts.

Question 7.
What does Dewey propose regarding the curriculum and teaching methods?
Answer:
Dewey suggested that the curriculum should be determined by the child’s instincts, abilities, and interests. He emphasized a child-centered curriculum that includes social issues and is closely linked to the life of the child. Teaching methods should involve experiential learning, inquiry, problem-solving, and critical analysis.

Question 8.
How does Dewey perceive the role of the teacher in education?
Answer:
According to Dewey, the teacher is a friend, philosopher, and guide. The teacher serves as the major agent for the socialization of the child, representing society. The role of the teacher is to motivate and inspire students without imposing personal thoughts, preparing them for effective living in society.

Question 9.
What is Dewey’s stance on discipline in education?
Answer:
Dewey advocates for social discipline based on the child’s nature, actions, and social accountability. He opposes artificial or unnatural enforcement of discipline through fear and emphasizes the importance of self-discipline over externally forced discipline.

Question 10.
How has John Dewey’s philosophy impacted modern education?
Answer:
John Dewey’s philosophy has greatly influenced contemporary education. His emphasis on experiential learning, child-centered curriculum, and the role of the teacher as a guide has shaped modern pedagogical approaches. Dewey’s ideas align with constructivist learning approaches, contributing to the current understanding of how children construct their knowledge through experiences.

Group – B

Long Type Questions With Answers

Question 1.
Describe the contributions of educational thought of Dewey to present educational system.
Answer:
• John Dewey, an influential American philosopher, psychologist, and educational reformer, made significant contributions to the field of education that continue to shape the present educational system. Dewey’s ideas, developed in the late 19th and early 20th centuries, emphasized the importance of experiential learning, the integration of education and democracy, and the promotion of critical thinking;. This overview will explore Dewey’s key contributions and their enduring impact on the contemporary educational landscape.

• One of Dewey’s central contributions was his emphasis on experiential learning. He argued that education should be a dynamic and interactive process that engages students in real-life experiences. Dewey believed that learning is most effective when it is connected to meaningful, hands-on activities, allowing students to actively participate in the construction of knowledge. This perspective has had a profound influence on the present educational system, with modem pedagogical approaches embracing experiential learning methods.

• Dewey also advocated for a curriculum that reflects the interconnectedness of subjects and real-world applications. He proposed a departure from traditional, compartmentalized subject areas in favor of an integrated curriculum that addresses the holistic development of students. This idea has influenced contemporary educational practices, leading to interdisciplinary approaches and project-based learning initiatives that seek to provide a more comprehensive and interconnected educational experience.

• Furthermore, Dewey’s philosophy emphasized the integration of education and democracy. He believed that schools should prepare students for active participation in a democratic society by fostering critical thinking, problem-solving, and a sense of social responsibility. Dewey argued that education should Hot only transmit knowledge but also cultivate the skills and dispositions necessary for informed citizenship. This perspective has influenced current educational goals, with an increased emphasis on developing students’ civic and social competencies.

• Dewey’s contributions extended to the concept of “progressive education.” He critiqued traditional education for its emphasis on rote memorization and passive learning, advocating for a more student-centered and inquiry-based approach. Progressive education values the individual needs and interests of students, encouraging them to explore, question, and construct their own understanding of the world. This approach has influenced the design of modem classrooms, with an increased focus on student engagement, collaboration, and personalized learning experiences.

• In addition, Dewey’s thoughts on the teacher’s role have left a lasting impact on the educational system. He proposed that teachers should act as facilitators, guiding students in their learning journey rather than dictating information. This shift in the teacher-student dynamic has contributed to contemporary teaching methodologies that emphasize a more collaborative and student-centered approach. Professional development programs for educators often include training in facilitating inquiry-based learning and promoting student autonomy.

• Dewey’s influence on educational psychology is also noteworthy. He proposed a theory of learning that emphasized the active and social nature of knowledge acquisition. Dewey’s ideas on the importance of context, interaction, and reflection in the learning process have informed modem educational psychology research and instructional design. Concepts such as situated learning, social constructivism, and reflective practice in teaching draw inspiration from Dewey’s insights.

• Despite Dewey’s significant contributions, it is essential to acknowledge that the implementation of his ideas in the present educational system is not uniform. Challenges exist in fully realizing Deweyan principles due to various factors such as standardized testing, administrative constraints, and differing interpretations of progressive education. Nevertheless, Dewey’s legacy persists, and his ideas continue to shape educational philosophy, curriculum design, and teaching practices.

• In conclusion, John Dewey’s contributions to the educational thought have had a profound and enduring impact on the present educational system. His emphasis on experiential learning, the integration of education and democracy, progressive education, and the evolving role of teachers has influenced pedagogical approaches, curriculum design, and the overall philosophy of education. Dewey’s ideas remain relevant and continue to inspire ongoing discussions and reforms in the field of education.

Question 2.
Explain the principles of curriculum suggested by John Dewey.
Answer:
John Dewey, a prominent American philosopher, psychologist, and educational reformer, proposed a set of principles for curriculum design that aimed to align education with the needs of a democratic society and the developmental needs of the individual learner. Dewey’s ideas, developed in the early 20th century, continue to be influential in shaping educational practices. Here, we will explore the key principles of curriculum suggested by John Dewey.

• Experience-Centered Learning : Dewey advocated for an experience-centered curriculum, where learning is rooted in the direct, meaningful experiences of students. He believed that education should reflect the continuity of life experiences and that the curriculum should be designed to connect with the everyday world of the learner. By making learning relevant to students’ lives, the curriculum becomes a dynamic and engaging process that promotes active participation and understanding.

• Integration of Subjects : Dewey challenged the traditional compartmentalization of subjects and proposed an integrated curriculum. He argued that subjects should not be taught in isolation but rather as interconnected components of a holistic educational experience. This integration reflects the interconnected nature of real-life situations and helps students see the relationships between different areas of knowledge, fostering a more comprehensive understanding of the world.

• Problem-Solving and Critical Thinking : Dewey emphasized the development of problem-solving skills and critical thinking as central goals of education. The curriculum, according to Dewey, should provide students with opportunities to engage in real-world problem-solving activities. This approach not only enhances cognitive abilities but also prepares students for active participation in a democratic society by instilling a habit of reflective inquiry and reasoned judgment.

• Active and Experimental Learning : Dewey advocated for learning through doing, experimentation, and firsthand experiences. He believed that students learn best when they actively engage with their environment and construct knowledge through hands-on experiences. The curriculum, therefore, should incorporate opportunities for students to explore, experiment, and discover, fostering a deeper understanding of concepts and promoting a sense of agency in the learning process.

• Social and Cooperative Learning : Dewey recognized the social nature of learning and emphasized the importance of social interactions in the curriculum. He believed that collaboration and cooperative learning were essential for developing social intelligence and interpersonal skills. The curriculum should include activities that encourage teamwork, communication, and shared problem-solving, preparing students for active participation in a democratic community.

• Relevance to Learner’s Experience : The curriculum, according vo Dewey, should be responsive to the experiences, interests, and needs of individual learners. Recognizing the diversity of learners, he proposed a flexible curriculum that accommodates different learning styles and allows for personalization based on the unique backgrounds and interests of students. This principle supports the idea that education should be student-centered and tailored to individual developmental stages.

• Continuous and Lifelong Learning : Dewey viewed education as a lifelong process, extending beyond formal schooling. The curriculum, therefore, should foster a love for learning and equip students with the skills and attitudes necessary for continuous intellectual and personal development throughout their lives. This principle aligns with Dewey’s vision of education as a means of cultivating active, informed, and engaged citizens.

• Democratic Citizenship Education : Dewey believed that education should prepare students for responsible citizenship in a democratic society. The curriculum should emphasize the values of democracy, social justice,_and ethical responsibility. By providing experiences that promote civic engagement, the curriculum contributes to the development of individuals who are not only knowledgeable but also actively participate in the democratic processes of their community and society.

In conclusion, John Dewey’s principles of curriculum design revolve around the central idea of education as a dynamic, experiential, and socially grounded process. His emphasis on connecting learning to life experiences, integrating subjects, fostering critical thinking, and promoting active and cooperative learning has left a lasting impact on educational philosophy and practice. Dewey’s vision continues to influence discussions on curriculum development, pedagogy, and the overarching goals of education in contemporary settings.

Question 3.
Examine the foundational principles that define John Dewey’s educational philosophy and how these key characteristics have influenced contemporary approaches to teaching and learning.
Answer:
Examine the foundational principles that define John Dewey’s educational philosophy and how these key characteristics have influenced contemporary approaches to teaching and learning. John Dewey, a prominent American philosopher, psychologist, and educational reformer, developed a comprehensive educational philosophy that has had a profound and lasting impact dn the field. His ideas, shaped in the early 20th century, reflect a holistic approach to education that emphasizes experience, experimentation, and the integration of learning with the needs of a democratic society. Here, we will outline the key characteristics of John Dewey’s educational philosophy.

• Experiential Learning : At the core of Dewey’s philosophy is the concept of experiential learning. Dewey argued that education should be rooted in the direct experiences of the learner. He believed that learning is most effective when it occurs in real-life contexts, allowing students to actively engage with the material. Dewey’s emphasis on experiential learning challenges traditional rote memorization methods, advocating for a curriculum that reflects the dynamic and interactive nature of genuine experiences.

• Learning by Doing: Dewey believed in the importance of learning through doing and active engagement with the environment. He asserted that students should not passively bsorb information but should participate actively in the learning process. By engaging in hands-on activities and practical experiences, students not only gain a deeper understanding of concepts but also develop problem-solving skills and critical thinking abilities.

• Integration of Subjects : Dewey challenged the traditional compartmentalization of subjects and advocated for an integrated curriculum. He argued that subjects should not be taught in isolation but should be interconnected, mirroring the interconnected nature of real-life situations. An integrated curriculum fosters a more holistic understanding of knowledge, emphasizing the relationships between different disciplines.

• Social and Cooperative Learning : Dewey recognized the social nature of learning and emphasized the importance of social interactions in education. He believed that collaboration and cooperative learning were essential for developing social intelligence and interpersonal skills. Dewey’s philosophy encourages group activities, discussions, and shared problem-solving experiences to prepare students for active participation in a democratic society.

• Problem-Solving and Critical Thinking : Dewey viewed education as a means to cultivate problem-solving skills and critical thinking. He believed that students should be exposed to real-world problems, allowing them to apply their knowledge and develop analytical skills. Problem-solving activities contribute not only to intellectual development but also to the formation of responsible and reflective individuals capable of reasoned judgment.

• Democracy and Education : Dewey’s educational philosophy is deeply intertwined with the principles of democracy. He believed that education should prepare individuals for active citizenship in a democratic society. The curriculum should emphasize democratic values, social justice, and ethical responsibility. Dewey’s vision involves creating an educational environment that mirrors the democratic ideals of equality, cooperation, and civic engagement.

• Personalization and Flexibility : Dewey recognized the diversity of learners and advocated for a personalized and flexible approach to education. He proposed a curriculum that accommodates different learning styles and allows for individualized learning experiences based on students’ backgrounds and interests. This emphasis on personalization aligns with the idea that education should be tailored to the unique needs of each learner.

• Continuous and Lifelong Learning : Dewey viewed education as a lifelong process that extends beyond formal schooling. His philosophy emphasizes the importance of fostering a love for learning and equipping individuals with the skills and attitudes necessary for continudus intellectual and personal development throughout their lives.

In conclusion, John Dewey’s educational philosophy is characterized by its emphasis on experiential learning, active engagement, social interaction, and the integration of subjects. His vision of education as a dynamic, democratic, and lifelong process has left an indelible mark on educational practices and continues to influence discussions on curriculum design, pedagogy, and the broader goals of education.

Question 4.
Evaluate the impact and relevance of John Dewey’s educational philosophy in contemporary educational settings.
Answer:
• John Dewey’s educational philosophy has had a profound and enduring impact on contemporary educational settings, influencing pedagogical approaches, curriculum design, and the overarching goals of education. His ideas, developed in the early 20th century, continue to resonate due to their emphasis on experiential learning, active engagement, and the integration of education with the needs of a democratic society.

• One of the significant contributions of Dewey’s philosophy is the emphasis on experiential learning. In today’s classrooms, educators increasingly recognize the importance of providing students with hands-on, real-world experiences to enhance their understanding and retention of knowledge. The concept of learning by doing aligns with contemporary practices such as project-based learning, experiential activities, and practical applications of theoretical concepts.

• Dewey’s call for the integration of subjects has also found relevance in modern education. Interdisciplinary approaches have gained traction, emphasizing the interconnectedness of knowledge and encouraging students to make connections across different subject areas. The shift .towards a more holistic curriculum that addresses the complexities of the real world reflects Dewey’s vision of an integrated educational experience.

• The focus on social and cooperative learning, another hallmark of Dewey’s philosophy, aligns with the contemporary understanding of the importance of collaboration and communication skills. Group projects, collaborative problem-solving, and interactive learning environments have become prevalent in today’s classrooms, reflecting Dewey’s belief in the social nature of learning and the development of interpersonal skills.

• Dewey’s emphasis on problem-solving and critical thinking remains highly relevant in the current educational landscape. The increasing emphasis on 21st-century skills, such as critical thinking, creativity, and problem-solving, reflects Dewey’s vision of education as a means to cultivate individuals capable of addressing complex challenges in an ever-evolving world.

• The democratic ideals embedded in Dewey’s philosophy also resonate in contemporary discussions on education. There is a growing recognition of the need to prepare students for active citizenship and civic engagement. Concepts such as service learning, civic education, and a focus on social responsibility echo Dewey’s vision of education as a preparation for responsible participation in a democratic society.

• However, challenges persist in fully implementing Deweyan principles in the modern educational system. Standardized testing, bureaucratic structures, and a sometimes rigid curriculum can hinder the realization of Dewey’s vision. Despite these challenges, educators and policymakers continue to draw inspiration from Dewey’s philosophy, striving to create learning environments that foster curiosity, critical thinking, and a sense of social responsibility.

• In conclusion, John Dewey’s educational philosophy continues to wield a significant influence on contemporary education. The emphasis on experiential learning, integration of subjects, social and cooperative learning, and the cultivation of democratic values align with current educational goals and challenges. While adaptations are necessary to meet the complexities of the modem world, Dewey’s enduring legacy lies in his commitment to creating meaningful, relevant, and socially responsible educational experiences.

• Outline the key characteristics of John Dewey’s educational philosophy. Explain the principles of curriculum suggested by John Dewey.Impact on Modern Education John Dewey’s philosophy on education has a great impact on the present day education system. Present education process emphasizes on creating or constructs knowledge through experiences of the child. The child has every ability to construct their own knowledge.

Teacher helps the child to construct their knowledge by using the experiences gained by the learner from their interaction with the environment, family, peers, society, play mates, etc. John Dewey’s concept of education has contributed lot to Vygot sky’s constructivist approach of learning.Role of Teacher According to Dewey, teacher is a friend, philosopher and guide. S/he is the major agent for the socialization of the child. S/he is the representative of the society. S/he has right to motivate and inspire the child but not to burden the child with Top of Form.

Group – C

Objective type Questions with Answers
II. Multiple Choice Questions with Answers :

Question 1.
What is the foundation of John Dewey’s educational philosophy?
(i) Idealism
(ii) Pragmatism
(iii) Realism
(iv) Existentialism
Answer:
(ii) Pragmatism

Question 2.
According to Dewey, how is knowledge acquired?
(i) Through memorization
(ii) Through action and experience
(iii) Through observation only
(iv) Through theoretical speculation
Answer:
(ii) Through action and experience

Question 3.
Which book by John Dewey outlines his major concepts on education?
(i) “The Republic”
(ii) “Democracy and Education”
(iii) “Meditations”
(iv) “The Prince”
Answer:
(ii) “Democracy and Education”

Question 4.
What does Dewey consider as the basic theory of education?
(i) Stability
(ii) Change
(iii) Tradition
(iv) Authoritarianism
Answer:
(ii) Change

Question 5.
What is the aim of education according to Dewey?
(i) Memorization of facts
(ii) Repetition of traditions
(iii) Problem-solving and critical inquiry
(iv) Rote learning
Answer:
(iii) Problem-solving and critical inquiry

Question 6.
Which term does Dewey use to describe the interconnectedness of subjects in the curriculum?
(i) Isolation
(ii) Compartmentalization
(iii) Integration
(iv) Specialization
Answer:
(iii) Integration

Question 7.
According to Dewey, what is the main aim of education in a democratic society?
(i) Authoritarian control
(ii) Individual isolation
(iii) Social and communal development
(iv) Rigid conformity
Answer:
(iii) Social and communal development

Question 8.
Which philosophical term does Dewey believe in, suggesting that nothing is absolute and everything is relative ?
(i) Determinism
(ii) Relativism
(iii) Idealism
(iv) Materialism
Answer:
(ii) Relativism

Question 9.
What concept does Dewey emphasize in his educational philosophy to describe objects as tools for achieving goals?
(i) Idealism
(ii) Materialism
(iii) Instrumentalism
(iv) Existentialism
Answer:
(iii) Instrumentalism

Question 10.
According to Dewey, what is the process of education considered to be?
(i) A preparation for life
(ii) A dynamic aspect of philosophy
(iii) A byproduct of philosophy
(iv) A separation from life
Answer:
(iii) A byproduct of philosophy

Question 11.
What does Dewey mean by “Education is life itself and not a preparation for life”?
(i) Education is static
(ii) Education is theoretical
(iii) Education is dynamic and continuous
(iv) Education is isolated from real-life experiences
Answer:
(iii) Education is dynamic and continuous

Question 12.
What does Dewey consider education to be for the child?
(i) A preparation for adulthood
(ii) A means of control
(iii) A process of living
(iv) An isolation from society
Answer:
(iii) A process of living

Question 13.
What is the role of the state in Dewey’s concept of education in a democratic world?
(i) Minimal involvement
(ii) Total responsibility for children
(iii) Authoritarian control
(iv) Exclusion from education
Answer:
(ii) Total responsibility for children

Question 14.
What does Dewey believe is the social continuity of life?
(i) Political democracy
(ii) Education
(iii) Economic systems
(iv) Cultural heritage
Answer:
(ii) Education

Question 15.
What is the concept of curriculum suggested by Dewey to be based on?
(i) Rote learning
(ii) Teacher’s interests
(iii) Child’s instincts and abilities
(iv) Historical traditions
Answer:
(iii) Child’s instincts and abilities

Question 16.
What principles did Dewey suggest for the formation of the curriculum?
(i) Uniformity, Rigidity, Immutability and Distance
(ii) Flexibility, Utility, Experiential, and Close to life
(iii) Tradition, Memorization, Specialization and Conformity
(iv) Authoritarianism, Isolation, Rote Learning, and Teacher-centered
Answer:
(ii) Flexibility, Utility, Experiential and Close to life

Question 17.
What teaching methods did Dewey emphasize for the curriculum?
(i) Lecture-based instruction
(ii) Learning by doing, field visits and problem-solving
(iii) Rote memorization and repetition
(iv) Strict discipline and authority
Answer:
(ii) Learning by doing, field visits and problem-solving

Question 18.
What does Dewey believe is the role of the teacher?
(i) Authoritarian figure
(ii) Source of strict discipline
(iii) Friend, philosopher, and guide
(iv) Passive observer
Answer:
(iii) Friend, philosopher, and guide

Question 19.
According to Dewey, what is the significance of discipline in education?
(i) Artificial and forced discipline
(ii) Strict adherence to rules
(iii) Mental state to develop social activities
(iv) External enforcement through fear
Answer:
(iii) Mental state to develop social activities

Question 20.
What does Dewey consider more important than externally forced discipline?
(i) Rote learning
(ii) Artificial discipline
(iii) Self-discipline
(iv) Authoritarian control
Answer:
(iii) Self-discipline

Question 21.
What impact has John Dewey’s philosophy had on the “present-day education system?
(i) Focus on rote learning
(ii) Emphasis on teacher-centered approaches
(iii) Promotion of constructivism and experiential learning
(iv) Strict adherence to traditional methods .
Answer:
(iii) Promotion of constructivism and experiential learning

Question 22.
What is the contemporary emphasis in the education process regarding the construction of knowledge?
(i) Passive absorption of information
(ii) Memorization of facts
(iii) Constructing knowledge through experiences
(iv) Rigid adherence to traditional methods
Answer:
(iii) Constructing knowledge through experiences

Question 23.
What approach does Dewey’s philosophy contribute to in the modem education system?
(i) Teacher-centered instruction
(ii) Rote memorization
(iii) Constructivist learning
(iv) Traditional authoritarianism
Answer:
(iii) Constructivist learning

Question 24.
How does Dewey’s philosophy align with Vygotsky’s approach to learning?
(i) Contradictory
(ii) Supportive
(iii) Isolationist
(iv) Unrelated
Answer:
(ii) Supportive

Question 25.
In Dewey’s concept, what is the child bom with that education develops in the right direction?
(i) Blank slate
(ii) Innate powers and capabilities
(iii) Rigid beliefs
(iv) Conformity to authority
Answer:
(ii) Innate powers and capabilities

Question 26.
What term does Dewey use to describe an individual and society’s dependence on each other for development?
(i) Isolationism
(ii) Relativism
(iii) Complementarity
(iv) Authoritarianism
Answer:
(iii) Complementarity

Question 27.
According to Dewey, what is the process of education considered to be continuously?
(i) Static
(ii) Dynamic
(iii) Rigid
(iv) Isolated
Answer:
(ii) Dynamic

Question 28.
What is the significance of the social environment in Dewey’s educational philosophy?
(i) It is irrelevant
(ii) It is a hindrance
(iii) It is crucial for the child’s development
(iv) It is an isolated factor
Answer:
(iii) It is crucial for the child’s development

Question 29.
According to Dewey, what is the individual’s role in a democracy?
(i) Passive follower
(ii) Rigid conformist
(iii) Complacent observer
(iv) Complimentary and opponent in a democracy Answer: (iv) Complimentary and opponent in a democracy

Question 30.
How does Dewey view the process of education in relation to future challenges?
(i) Preparation for distant challenges
(ii) Isolation from future challenges
(iii) Direct experiences for facing future challenges with confidence
(iv) Strict adherence to traditional methods
Answer:
(iii) Direct experiences for facing future challenges with confidence

II. Fill in the blanks :

Question 1.
John Dewey’s educational philosophy is based upon the philosophy of ____ .
Answer:
Pragmatism

Question 2.
According to Dewey, knowledge is a result of ____.
Answer:
Action

Question 3.
Dewey’s major concept on education is articulated in his books such as ‘Democracy and Education,’ ‘Logic,’ and ‘Experience and Education,’ written in the year ____.
Answer:
1916,1938,1938

Question 4.
Dewey believed that education is the continuous reconstruction of ____ .
Answer:
Experiences

Question 5.
Dewey’s asserted that “education is life itself and not a preparation for life,” highlighting the importance of education as a ____ process.
Answer:
Bipolar

Question 6.
According to Dewey, the main aim of education is to make a child capable of solving ____ with their experiences.
Answer:
Problems

Question 7.
Dewey’s philosophy emphasizes the importance of ____ in the learning process.
Answer:
Experiential learning He considered knowledge gained through inquiry, reflective thinking, experimentation, and fact-finding, and asserted that there is no ultimate ____ of knowledge.
Answer:
Truth

Question 8.
He considered knowledge gained through inquiry, reflective thinking, experimentation, and fact-finding, and asserted that there is no ultimate ____ of knowledge.
Answer:
Truth

Question 9.
Dewey believed that change is necessary for individual and social development, leading to the idea that education systems and methods should be changed as per the ____.
Answer:
Need of the times

Question 10.
In Dewey’s view, education is for the child, and the child is not for ____.
Answer:
Education

Question 11.
Dewey’s philosophy emphasizes the development of an individual in ____.
Answer:
Society

Question 12.
He considers education as the social continuity of____.
Answer:
Life

Question 13.
Dewey believes in ____ as nothing is absolute, and there is always scope for change.
Answer:
Relativism

Question 14.
He is regarded as a pragmatist, instrumentalist, humanist, relativist, and ____.
Answer:
Experientialist

Question 15.
According to Dewey, “education is the development of all those capacities in the individual which will enable him/her to control his/her environment and fulfill his/her ____.
Answer:
Possibilities

Question 16.
Dewey’s philosophy suggests that the curriculum should be determined by the child’s ____ and abilities.
Answer:
Instincts

Question 17.
He emphasized that the curriculum should be child-centered and include social issues to work for the development of ____.
Answer:
Society

Question 18.
Dewey believed that a teacher should be a friend, philosopher, and ____ to the students.
Answer:
Guide

Question 19.
Discipline, according to Dewey, should be based on the child’s nature, actions, and ____.
Answer:
Social answerability .

Question 20.
John Dewey’s impact on modem education is evident in the emphasis on creating knowledge through the ____ of the child.
Answer:
Experiences

II. Correct the Sentences :

Question 1.
Dewey believed that knowledge is resultant of action.
Answer:
Dewey believed that knowledge is a result of action.

Question 2.
Defining education, he said, ‘Education is the continuous reconstruction of experiences’.
Answer:
Defining education, he said, ‘Education is the continuous reconstruction of experiences.’

Question 3.
Dewey considers experience as the central concept of education. Child learns through experiences.
Answer:
Dewey considers experience as the central concept of education. Children learn through experiences.

Question 4.
Change is necessary for individual and social developments; therefore, education system, methods, etc. should be changed as per the need of the times.
Answer:
Change is necessary for individual and social development; therefore, the education system, methods, etc. should be changed as per the need of the times.

Question 5.
He believes in relativism, as nothing is absolute, rather it is relative as there is always scope for change.
Answer:
He believes in relativism, as nothing is absolute; rather, it is relati ve as there is v. vavs scope for change.

Question 6.
According to Dewey, ‘education is life itself and not a preparation for life’.
Answer:
According to Dewey, ‘education is life itself and not a preparation for life.’

Question 7.
Aims of Education: According to Dewey, idea develops after an experience or an action.
Answer:
Aims of Education: According to Dewey, ideas develop after an experience or an action.

Question 8.
Dewey suggested that the curriculum should be determined by the child’s instincts and abilities.
Answer:
Dewey suggested that the curriculum should be determined by the child’s interests and abilities.

Question 9.
He stated four principles of formation of the curriculum i.e. Utility, Flexibility, Experiential and close to life.
Answer:
He stated four principles of the formation of the curriculum: Utility, Flexibility, Experiential, and close to life.

Question 10.
According to Dewey, teacher is a friend, philosopher and guide. S/he is the major agent for the socialization of the child.
Answer:
According to Dewey, the teacher is a friend, philosopher, and guide. S/he is the major agent for the socialization of the child.

III. Answer the following questions in one word :

Question 1.
Who is John Dewey, and what areas did he contribute to in the modem age?
Answer:
John Dewey is a philosopher, educationist, and thinker known for his contributions to education and pragmatism.

Question 2.
What is the foundation of John Dewey’s educational philosophy?
Answer:
Dewey’s educational philosophy is based on the principles of pragmatism, emphasizing experiential learning and the continuous reconstruction of experiences.

Question 3.
According to Dewey, what is the source of knowledge?
Answer:
Dewey believed that knowledge is the result of action and is derived from direct experiences.

Question 4.
How did Dewey view change in the world?
Answer:
Dewey considered change as the reality of the world and believed that education should reflect this dynamic nature.

Question 5.
What is Dewey’s definition of education?
Answer:
According to Dewey, education is the continuous reconstruction of experiences.

Question 6.
Which books by Dewey contain his major concepts on education?
Answer:
Dewey’s major concepts on education are found in his books ‘Democracy and Education,’ Logic, and ‘Experience and Education.’

Question 7.
How does Dewey view truth in education?
Answer:
Dewey sees truth as an instrument used by humans to solve problems, and since problems change, truth changes, implying no eternal reality.

Question 8.
What is the basic theory of education according to Dewey?
Answer:
Dewey asserts that change is the basic theory of education.

Question 9.
How does Dewey believe individuals develop theories?
Answer:
Dewey argues that individuals develop theories based on the consequences of actions and experimentations.

Question 10.
What is the main aim of education according to Dewey?
Answer:
The main aim of education, according to Dewey, is to make a child capable of solving life problems through experiences.

Question 11.
Why is Dewey considered a pragmatist thinker?
Answer:
Dewey is considered a pragmatist thinker due to his emphasis on practical experience, problem-solving, and the dynamic nature of truth.

Question 12.
What does Dewey emphasize regarding the integration of subjects in education?
Answer:
Dewey challenges the compartmientalization of subjects, advocating for an integrated curriculum that reflects real-world interconnectedness.

Question 13.
How does Dewey view the relationship between education and democracy?
Answer:
Dewey believes that education should prepare individuals for active citizenship in a democratic society, emphasizing values like social justice and cooperation.

Question 14.
What is Dewey’s view on the source of philosophy in education?
Answer:
Dewey sees philosophy as the byproduct of education, stating that “Philosophy is the theory of education in its most general phases.”

Question 15.
According to Dewey, what is education’s role in societal development?
Answer:
Dewey views education as the process of reconstructing experiences continuously, contributing to both individual and social development.

Introduction

John Dewey is a great philosopher, educationist and thinker of the modem age. John Dewey’s concept on education is based upon the philosophy of pragmatism. Dewey believed that knowledge is resultant of action. According to him, change is the reality of the world. Defining education, he said, ‘Education is the continuous reconstruction of experiences’. His major concept on education has been written in his books like:

‘Democracy and Education’ (1916), ‘Logic’ (1938), and‘Experience and Education’ (1938). According to him, ‘truth is an instrument used by human beings to solve their problems’, since problems change, truth changes and therefore there can be no eternal reality. According to Dewey, change is the basic theory of education. Fact varies from person to person. Therefore a person develops theory on the basis of consequence of actions and experimentations. The main aim of education is to make child capable of solving problems of life with their experiences. The aim of education is to make human life prosperous and happy. So, John Dewey is called a pragmatist thinker.

Educational Thoughts of John Dewey
The educational thoughts of John Dewey can be spelt along the following lines:

1. Dewey considers experience as the central concept of education. Child learns through experiences.
2. Problem solving and applying reflective or critical inquiry to solve the problems is the aim of education.
3. Dewey considers knowledge gains through inquiry, reflective thinking, experimentation and fact finding. There is no ultimate truth of knowledge. More and more scientific inquiry gives birth to new knowledge.
4. Change is necessary for individual and social developments; therefore, education system, methods, etc. should be changed as per the need of the times. Education is for child, the child is not for education.
5. Democratic society should be established on the basis of education. In an ideal society, there should be development of social and communal feelings, awareness of duties and rights, mutual cooperation etc.
6. He believes in relativism, as nothing is absolute, rather it is relative as there is always scope for change.
7. He believes in instrumentalism as the objects are the existence to make the work done. To materialise ideas, we need tools/instruments.
8. In view of the above, John Dewey can be regarded as a pragmatist, instrumentalist, humanist, relativist, and experientialist.

Concept of Education:
“Education is the development of all those capacities in the individual which will enable him/ her to control his environment and fulfill his/her possibilities.” Education is a social need. It is progressive in nature both for the individual and the society. It is a bipolar process having two aspects; psychological and social. Both are equally important. Psychological aspect takes care of the child’s interests, capabilities, talents and aptitude and the social aspect takes care of the social environment of the child in which he/she takes birth and is brought up.

According to John Dewey, ‘education is life itself and not a preparation for life’. Education is for the child and not the vice versa, i.e. child is not for education. Child is not a Tabula Rasa (clean slate) on which anything can be written. Child is bom with certain innate powers and capabilities which can be developed in the right direction. Education develops the child in such a way that he/she is able to find values and truth in every activity and experiment done at all levels and is able to face the future challenges with confidence.

Aims of Education:
According to Dewey, idea develops after an experience or an action. That knowledge is true which is gained by direct experience. When an individual performs any action and face challenges and difficulties in performing it, he/she thinks how to overcome these. Thus thoughts and ideas are produced and actions are performed further. Dewey calls these thoughts as education. He has given the following as aims of education:

• Philosophy as a product of education: Dewey does not consider education as the dynamic aspect of philosophy rather he considers philosophy as the byproduct of education. He says, “Philosophy is the theory of education in its most general phases”.

• Education means life: According to Dewey “education is life itself and not a preparation for life”.Education is a process of living and not a preparation for future living. Only theoretical knowledge is not useful, knowledge which can be used in life should be given more importance. So behavioural and vocational skills are more important. Learning by doing is important so that children get direct experiences. There should not be a distance gap between future and school life. The real life experiences should be provided in the school.

• Education is a miniature society: Development of an individual takes place in the society. He/she gets many experiences while living in the society. So the education of the child must takes place through society. According to John Dewey, “Education is the social continuity of life”. He considers schooling as an instrument of destroying social evils. He considers it as a small form of society where the best practices of civilization are available. According to Dewey,” An individual is the soul of the body which is society”. Individual and society are dependent on each other, so development of both is necessary.

• Education is the process of reconstruction of experiences: In a democratic world, education is the right of every individual. So the state must take up total responsibility of children. By democratic society, Dewey meant not only political democracy but democracy as a way of life. He is of the opinion that individuals have different experiences so they have differences of actions. So individuals are complimentary to each other and opponents in a democracy.

In such an environment, only social and individual development takes placp. Child gets true knowledge by experience. Slowly as his/her experiences increase, his/her knowledge also increases. On the basis of experiences there is change in the behavior of the child and on the basis of that he/she gains more experiences. In this way there is reconstruction of experiences are taking place continuously.

Curriculum and Methods of Teaching:
Dewey suggested that the curriculum should be determined by the child’s instincts and abilities. The need, abilities and interest of the child needs to be emphasized in the curriculum. He advocated that the curriculum should be child centred. He believed that curriculum should include social issues as the child is a part of society and ultimately the product of education should work for the development of the society. He stated four principles of formation of the curriculum i.e. Utility, Flexibility, Experiential and close to life.

The principles clarify that curriculum should be the utility of the child; it can be changed as and when there is the need, provides ample scopes to the child to gather experiences and every activity in the curriculum should be suitably linked with the life of the child. Dewey emphasised on making the curriculum integrated in approach and using methods like learning by doing, field visit, project, problem solving, inquiry and problem based learning, experimentation, observation, critical analysis, debate and discussion in the teaching learning process.

Role of Teacher:
According to Dewey, teacher is a friend, philosopher and guide. She is the major agent for the socialization of the child. S/he is the representative of the society. S/he has right to motivate and inspire the child but not to burden the child” with his/her own thoughts. Ateacher’s role is to prepare students for living in the society effectively. A teacher must have knowledge about the interests of child, changing social environment and to guide children.

Discipline:
Pragmatists unlike idealists for strict discipline and naturalists for unlimited freedom for child have devised middle path between these two extremes. Dewey gave importance to social discipline which is based on child’s nature, actions and social answerability. According to him discipline is a mental state to develop social activities which are necessary. He is not in the favour of artificial or unnatural enforcement of discipline by creating fear in the children. He considers self-discipline is more important than externally forced discipline.

Impact on Modern Education:
John Dewey’s philosophy on education has a great impact on the present day education system. Present education process emphasizes on creating or constructs knowledge through experiences of the child. The child has every ability to construct their own knowledge. Teacher helps the child to construct their knowledge by using the experiences gained by the learner from their interaction with the environment, family, peers, society, play mates, etc. John Dewey’s concept of education has contributed lot to Vygot sky’s constructivist approach of learning.