Start learning →

CTET Natural Science: Aims and Objectives — practice questions

Explore 39 free Natural Science: Aims and Objectives questions in CTET Science Pedagogy. Open each question or exercise to read its content, reference answers and available explanation.

Practise Natural Science: Aims and Objectives with Quill →

Natural Science: Aims and Objectives questions and exercises with answers

Showing questions 1–30 of 39.

Good science education is described as true to which three things?Read the answer and worked solution →Which validity requires content to be age appropriate and within the child's cognitive reach?Read the answer and worked solution →A lesson simplifies a concept so much that it becomes scientifically wrong. Which validity is breached?Read the answer and worked solution →Which validity helps the student in 'learning to learn' science?Read the answer and worked solution →Which validity lets learners see how science concepts evolve with time and view science as a social enterprise?Read the answer and worked solution →Which validity links science to society and the world of work?Read the answer and worked solution →Which validity promotes honesty, objectivity, co-operation and freedom from fear and prejudice?Read the answer and worked solution →What is a main objective of science at the primary stage?Read the answer and worked solution →At the primary stage, science and social science ideas are best brought together as what?Read the answer and worked solution →Which criteria decide primary content?Read the answer and worked solution →Which medium is most natural for primary learning?Read the answer and worked solution →How are health and hygiene practices best taught to young children?Read the answer and worked solution →What should the primary classroom allow?Read the answer and worked solution →In Classes I and II, what should the progress card record?Read the answer and worked solution →Upper primary science should be a gradual transition from what?Read the answer and worked solution →Upper primary science content should not be regarded as what?Read the answer and worked solution →How should assessment be conducted at the upper primary stage?Read the answer and worked solution →After eight years of schooling, a child should be eligible for which class?Read the answer and worked solution →What does upper primary technology include?Read the answer and worked solution →What should the periodic tests at upper primary level include?Read the answer and worked solution →Which group activity is suggested to inspire upper primary students about science?Read the answer and worked solution →A windmill model to lift weights serves which aim?Read the answer and worked solution →What should the weightage of the annual exam be at the upper primary stage?Read the answer and worked solution →How should science up to Class X be learnt?Read the answer and worked solution →At the secondary stage, what should stress be on regarding concepts and laws?Read the answer and worked solution →Which example shows science relying on inference?Read the answer and worked solution →How should science be organised at the higher secondary stage?Read the answer and worked solution →The higher secondary stage is where which lab technique is suggested for chemistry?Read the answer and worked solution →How are even the most established laws of science regarded?Read the answer and worked solution →Which statement about science and technology is correct?Read the answer and worked solution →

Worked practice questions

Good science education is described as true to which three things?

  1. The state, the board, the exam
  2. The lab, the library, the field
  3. The teacher, the school, the home
  4. The child, life and science
Show answer and solution

Correct answer: D. The child, life and science

1. The position paper says good science education is true to the child, true to life and true to science. 2. These three anchors lead to the six validity criteria of a science curriculum. 3. Boards, exams, labs and libraries are resources, not the guiding anchors named in the paper. _Source: NCERT Position Paper, National Focus Group on Teaching of Science, Executive Summary_

Open this question →

Which validity requires content to be age appropriate and within the child's cognitive reach?

  1. Content validity
  2. Process validity
  3. Ethical validity
  4. Cognitive validity
Show answer and solution

Correct answer: D. Cognitive validity

1. Cognitive validity concerns whether content, process, language and teaching practice suit the child's age. 2. Content validity is about scientific correctness, not age suitability. 3. Process and ethical validity deal with methods of inquiry and values respectively. _Source: NCERT Position Paper, National Focus Group on Teaching of Science, Executive Summary_

Open this question →

A lesson simplifies a concept so much that it becomes scientifically wrong. Which validity is breached?

  1. Cognitive validity
  2. Historical validity
  3. Content validity
  4. Environmental validity
Show answer and solution

Correct answer: C. Content validity

1. Content validity demands significant and correct scientific content. 2. Simplification is allowed to suit the learner but must not be so trivialized that it conveys something flawed or meaningless. 3. Cognitive validity is about age suitability, and historical and environmental validity are about perspective and context. _Source: NCERT Position Paper, National Focus Group on Teaching of Science, Executive Summary_

Open this question →

How to practise

  1. Choose a Natural Science: Aims and Objectives question and try to work out your answer.
  2. Open the question to check the correct answer and read its worked solution.
  3. Continue in the app for bite-sized lessons, explanations and review with Quill. You can start without creating an account.

Put it into practice

Continue with Natural Science: Aims and Objectives practice for CTET. Read explanations as you go. No signup form needed to start.

Practise Natural Science: Aims and Objectives →

More Science Pedagogy topics

EvaluationLessons from Innovative Programmes and InterventionsObservation, Experiment, Discovery (Method of Science)Nature and Structure of SciencesInquiry-Based LearningSyllabus, Textbooks and Other MaterialsAddressing Some Key Issues and ConcernsUnderstanding and Appreciating Science