Approaches of Teaching Science MCQ Quiz - Objective Question with Answer for Approaches of Teaching Science - Download Free PDF

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

Key Points

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

Hint

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

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

The integrated approach in science teaching emphasizes linking concepts from different branches of science and relating them to real-life experiences. This approach moves beyond teaching isolated facts from physics, chemistry, or biology and instead fosters a connected understanding that mirrors the natural and applied world.

Key Points

•  Teaching science through an integrated approach enables learners to view knowledge as interconnected rather than fragmented. When students explore how scientific concepts work together in real-world contexts like climate change or food chains, they develop a more holistic understanding.
• The reason provided supports this idea by stating that integration helps in connecting different scientific concepts to real-life phenomena, which strengthens comprehension and application skills.
• Thus, the assertion about the effectiveness of integrated teaching and the reason about linking to real-world situations are both aligned. Furthermore, the reason directly supports the assertion, showing how real-world connections enhance holistic learning.

Hence, the correct answer is that both Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of Assertion (A).

The integrated approach to teaching science emphasizes the connection between various scientific disciplines like physics, chemistry, and biology rather than treating them as isolated subjects. This method helps students understand science as a unified body of knowledge and promotes holistic learning.

Key Points

•  The integrated approach indeed helps break down artificial boundaries between different branches of science, encouraging students to see relationships and apply concepts across disciplines.
• This promotes better conceptual understanding and reduces compartmentalized knowledge, making science more meaningful and connected. Therefore, the statement about integration helping to unify science teaching is true.
• The opposing statement that this approach makes learning more fragmented is incorrect because integration actually fosters coherence rather than fragmentation.

Hence, the correct answer is (A) is true and (B) is false.

At the middle school level, students often bring preconceived notions or misconceptions that hinder accurate understanding. One of the common topics where this occurs is in the concept of heat and temperature. Clarifying these misconceptions is crucial for building strong foundational knowledge in thermodynamics.

Key Points

•  A cold object does not contain any heat is a common misconception. In reality, all objects above absolute zero (0 Kelvin) contain thermal energy.
• Coldness is not the absence of heat, but a relative term used to compare temperatures. Every object has some internal energy due to the motion of its particles, regardless of whether it feels cold or hot to us.
• Students often misunderstand that "cold" objects have no energy, while in truth, they simply have less thermal energy than "hotter" ones.

Hint

•  Objects at the same temperature can feel different to the touch is a scientifically accurate statement and reflects an important concept. It occurs due to differences in thermal conductivity – for instance, metal feels colder than wood at room temperature because it conducts heat away from the skin faster. 
• Heat can be transferred through conduction, convection, and radiation is a correct scientific principle and part of standard heat transfer education.
• Similarly, energy transfer occurs from warmer to cooler substances is also correct, as this is a fundamental rule of thermal dynamics.

Hence, the correct answer is A cold object does not contain any heat.

In science education, teachers face several challenges that can hinder effective teaching and student engagement. 

Key Points

•  A common problem faced by teachers is over-reliance on theoretical content without practical application.
• Science is inherently an experimental and hands-on subject, and without practical applications, students may struggle to connect abstract concepts with real-world phenomena.
• This limits their ability to apply scientific knowledge in everyday life and hinders the development of critical thinking and problem-solving skills.
• Teachers need to create opportunities for students to engage in experiments, demonstrations, and real-world problem-solving scenarios.

Hint

• Students having too much access to digital resources might be a concern in some cases, but digital resources can also enhance learning when used effectively. It depends on how these resources are managed, so this is not necessarily a pervasive issue.
• Teachers having sufficient resources but not knowing how to integrate them effectively is a concern that can be addressed with proper training and professional development. While it is a valid challenge, it is more specific and not as universally faced as the issue of theory-practice balance.
• Students not being interested in science and finding it irrelevant to their lives is indeed a challenge, but it often stems from the issue of making science relevant and engaging, which can be improved by integrating practical, hands-on learning experiences into the curriculum.

Hence, the correct answer is over-reliance on theoretical content without practical application.

Expository Approach:

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

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

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

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

Key Points

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

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

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

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

Educational excursions play a significant role in teaching students in an interesting manner. It helps them to learn things in a better way. Books give theoretical knowledge whereas educational excursion provides practice knowledge by actually visiting that place.

Important Points 

• Field trips or education through excursion are an important part of the curriculum because it provides opportunities for hands-on experience.  
• It is a visit to a place outside the regular classroom which is designed to achieve certain objectives, which cannot be achieved as well by using other means.
• The textbooks provide conceptual knowledge but cannot provide hands-on- experience that may create difficulty in achieving educational objectives. 
• It provides practical knowledge through personal experience. It is the appropriate tool to engage children effectively and actively in the learning process.

Key Points​The benefits of field trips or excursions are as follows:

• It has entertainment value and makes learning enjoyable.
• It helps the learners in establishing contact with the outer world.
• It helps in clarifying the subject matter by creating interest in the subject.
• It develops a scientific attitude and scientific temper among the learners.

Thus, it is concluded that the meaning of education through excursion is practical personal experiences.

An inquiry-based approach emphasizes to connect the child with their own experiences by posing questions and making decisions in the search of new understanding.

It is based on heuristic reasoning which is also a self-discovery approach proposed by 'H.E. Armstrong'. It makes the process of problem-solving and decision making quick and efficient by:

• promoting the use of critical and imaginative thinking.
• raising problems before students to activate their thinking power.
• emphasizing active involvement of learners to boost their understanding.
• enabling students to acquire knowledge by discovering the facts themselves.

Hence, we conclude that Enquiry can be defined as the ability to raise many questions out of curiosity.

NCF(National Curriculum Framework) 2005 is one of the four NCFs published in India by NCERT. It seeks to provide a framework for the betterment of educational purposes and experiences.

Key Points

• In the above-mentioned situation, according to NCF-2005 the child should be admitted in 'Inclusive School' because it is about making school a place where all children can participate and learn.
• Inclusive classroom is a part of 'inclusive education' that refers to the inclusion of all children in the education system, regardless of their differences and disabilities.

Important Points

In inclusive classroom teachers create diverse and meaningful learning experiences for every learner as:

• It values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.
• Inclusive education improves the quality and making provisions of education for all.
• Inclusive education welcomes and celebrates diversity.
• It provides a provision to include disabled children along with normal children in a regular classroom environment.
• It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.

Hence, it could be concluded that in the above-mentioned situation, according to NCF-2005 the child should be admitted in 'Inclusive School'.

Additional Information

• Integrated school: It emphasizes the placement of children with disabilities in mainstream schools. The school system remains rigid and as a result, very few children with disabilities are able to cope with the demands of such a rigid system. This is a system that does not accept many of our children with disabilities on the basis of not being prepared enough.

Laboratory Method: In the laboratory method students perform laboratory experiments by their own hands individually or in small groups, under the supervision and guidance of their science teacher.

The role of the teacher when using this method in teaching science is that of a facilitator. The teacher goes to different individuals or small groups, observes them what they are doing, corrects them if they are doing something wrong, and he is always available to students when they really need him for any guidance.

Advantages

• Activity-based method
• Opportunity to handle material by their own hands.
• Learning to follow directions carefully.
• Learning skills in performing experiments, recording observations and results, summarising data, and drawing conclusions.
• The opportunity for critical thinking, scientific attitude, and scientific temper.
• The opportunity of training in the scientific method and investigatory science projects.

Disadvantages

• More expensive as separate equipment is to be provided to each student.
• Difficult to schedule in a school time table as a double period is to be provided on groups.
• More time consuming compared to lecture-cum-demonstration method as students are unskilled workers and are not competent enough to handle apparatus as their teachers.

Hence, we conclude that the Laboratory experiment in science will be classified as ​Activity aid.

• Whom to teach (Understanding the need of students)
• When to teach (Deciding the suitable time)
• What to teach? (Selecting the content/concepts)
• Why to teach? (Deciding the learning outcomes)
• How to teach and assess? (Selecting methods and strategies and Deciding the assessment procedures)

• Pre-active stage: This stage involves the following activities
  • Ascertaining entry competence
  • Stating learning outcomes
  • Analyzing content and subordinate concepts
  • Identifying types of learning
• Interactive stage: This stage involves the following activities
  • Deciding methods/approaches of stimulus presentation
  • Deciding on expected learners’ responses
  • Giving feedback
• Evaluative stage: This stage involves determining the tools to check for the achievement of the intended learning outcomes.

Hence, we conclude that determining tools for achievement of learning outcomes is not a part of the 'interactive stage' of pedagogical analysis

National Curriculum Framework (NCF), 2005 provides a guideline with which teachers and schools can choose and plan experiences that they think children should have.

• It seeks to reform the curriculum and to bring learning experiences in and outside the classroom.
• It should be noted that the inquiry-based approach is suggested for teaching science in schools.

Important Points

An inquiry-based approach emphasizes to connect the child with their own experiences by posing questions and making decisions in the search of new understanding.

The following are the skills required in inquiry and decision-making:

• Skill in recognizing a problem
• Skill in developing hypotheses
• Skill in exploring
• Skill in validating hypotheses
• Skill in drawing conclusion

Hence, we conclude that the above statement is about inquiry approach.

Science is both a product (body of knowledge) and a process (approaches of acquiring and refining of new knowledge). It is impossible to imagine teaching science without practical work.

• We must accept that science teaching in our secondary schools emphasizes the product aspect of science. In other words, it is based on providing knowledge of scientific facts, concepts, principles, and broad generalizations.
• A school science laboratory is a place where basic experimental skills are learned by systematically performing a set of prescribed and suitably designed experiments. Performing experiments by one’s own hands are not only a thrilling experience but is also important because it entails learning by doing. 
• A science lab, first and foremost, is a place for experiments. Investigations are what make science a subject like no other. The enjoyment of practical tasks is not to be underestimated; it can often be the driving force behind the decision to take learning to a higher level. 

Key Points​  Objectives of science laboratory:-

• Developing manipulative and measuring skills.
• Arousing and maintaining interest in science.
• Encouraging accurate observations and careful recording.
• Verifying or proving facts and principles already taught in theory.
• Training students in science processes & giving training of problem-solving skills.
• Making biological, chemical, and physical phenomena more real through actual experience.
• Giving training in open-ended experiments, scientific methods, and investigatory science projects.

​Thus, it is concluded that using the spare time of students is not the objective of a science laboratory.

The purpose of education is to make students aware of their surroundings to develop knowledge and skills about their environment. 

• The teaching of science must be done to promote divergent thinking, a scientific attitude, and to make them encouraged enough to individually discover and explore their world by themselves to learn more in a realistic environment by real, direct experiences.

​Key Points

• All processes in science are done with a specific purpose, evidence is collected with reliable and valid methods, and they are examined critically by controlling different variables.
• Science as a way of thinking involves scientific temper, scientific inquiry, and a sense of humanity.
• Scientific inquiry is the process of finding out the cause and effect of some principle, fact, or any relationship among the components of an object. 
• It may be considered as an approach to reach a solution to the problem, but it is not essential that all people will follow the same route. 
• The models of scientific inquiry are the modes of investigation that scientists consider to design their study and to give a reflection of their findings.
• The scientific method does not tell us "how the science work" but the models of scientific inquiry provide a complete description of how a scientific inquiry carried out in practical life.
• It also enables us to explain the reasons for arriving at genuine knowledge with the help of scientific inquiry, why and how scientific inquiry succeeds in this.
•  So, it is concluded that the models of scientific inquiry have the main function to provide a descriptive account of how scientific inquiry is carried out in practice and to provide an explanatory account of why scientific inquiry succeeds as well as it appears to do in arriving at genuine knowledge.

Hence, both the (1) and (2) options are correct.