Your session has expired

Your progress and purchases are safe. Log in again to continue.

Log in again
Aspirant Academy
ENHI

MCQ

concept-mapping-investigatory-approach-and-problem-solving MCQ - Practice Questions with Answers

Solve 70 concept-mapping-investigatory-approach-and-problem-solving questions for RAS/RPSC preparation.

Practice questions

Q1A Class VIII teacher gives groups a local traffic-safety issue. Learners note observations near the school gate, map links among crowding, timing, and safe movement, and propose one step with evidence. Which principle is best reflected?

A Rote recall is enough when the issue is local.
B Concept mapping should be assessed only for neatness.
C Experience, mapping, inquiry, and problem solving can be integrated around a clear objective.
D The teacher should replace learner evidence with a ready-made answer.
Explanation

The case integrates experience, concept mapping, inquiry, and problem solving around a clear objective. It is not rote recall, neatness-only assessment, or teacher-given solution.

Q2Which activity best combines the supplied topic ideas for a Social Studies class?

A Give a local resource issue card, ask groups to make a five-link concept map, discuss evidence and propose one solution.
B Discuss one definition and one example but skip concept-map links.
C Make a decorative resource poster without evidence links.
D Have each group choose a solution before examining the issue.
Explanation

Option A uses a local resource issue, a concept map with linked ideas, evidence discussion and a proposed solution. This fits the upper-primary classroom boundary.

Q3Which element is essential in an investigatory approach?

A Guessing the answer quickly before discussion.
B Using a question, evidence, and a reasoned explanation.
C Letting the teacher complete the whole task.
D Accepting the first answer given by the group leader.
Explanation

Investigation needs a question, evidence, and reasoned explanation. Guessing, teacher completion, or accepting an unchecked answer does not meet this standard.

Q4Which task best turns an activity into experiential learning?

A Learners colour a worksheet and submit it without discussion.
B Learners observe a local example, discuss what they noticed, and connect it with the concept.
C Learners copy the teacher’s conclusion before seeing the example.
D Learners compete only to finish the task fastest.
Explanation

Experiential learning combines experience with reflection. Observing a local example, discussing observations, and connecting them with the concept fits that process.

Q5Which statements should guide learners when they choose a solution in a classroom problem-solving task? I. The solution should fit the problem evidence. II. The solution should use a relevant concept taught in class. III. The solution is strongest if it is the easiest to draw on a chart. IV. The solution should be explainable to classmates.

A I, II and III only
B II, III and IV only
C I and III only
D I, II and IV only
Explanation

A sound solution should follow from evidence, use a relevant concept and be explainable. Looking easy on a chart is not enough for problem solving.

You've seen 5 of 70 sample questions

Unlimited practice on concept-mapping-investigatory-approach-and-problem-solving comes with the RAS Test Series + Practice pack or Gate Pass.

More questions

6A teacher gives learners a partially filled concept map at the start of a lesson. What is this mainly used for?

Ato find out what learners already know and what is missing
Bto replace the lesson with memorised lines
Cto test handwriting speed
Dto avoid using any examples

7Assertion: A field visit becomes useful for learning only when learners connect observations with reflection or evidence. Reason: Any outdoor activity automatically produces correct understanding.

AAssertion is true, but Reason is false.
BBoth Assertion and Reason are true, and Reason explains Assertion.
CAssertion is false, but Reason is true.
DBoth Assertion and Reason are false.

8Which linking phrase best shows a cause-effect relation in a concept map?

Afor example
Bbecause of
Cin the same way
Don the other hand

9Which of the following is NOT suitable for a learner-centred investigatory approach?

ALearners frame a clear question with teacher guidance.
BLearners collect simple evidence before giving an explanation.
CThe teacher performs the whole investigation while learners copy the final answer.
DLearners discuss whether their evidence supports their explanation.

10A learner says the school canteen wastes food because "everyone does it". What should the teacher ask next?

Aaccept the claim because it is spoken confidently
Bask for one observed record before the claim is accepted
Ctell the learner to stop asking questions
Dask the learner to draw only a neat box

11Which statements are correct about concept-map tasks? 1. A partially completed map can help learners begin. 2. The teacher should check whether the links are logically correct. 3. Neat colouring alone proves understanding.

A1 and 2 only
B2 and 3 only
C1 and 3 only
D1, 2 and 3

12Which statement is NOT correct about problem solving in this topic?

AIt can involve comparing more than one possible solution.
BIt needs a reason for choosing one solution.
CIt may use classroom evidence from observation.
DThe first acceptable answer should be selected without comparison.

13Which classroom product shows the common trap in concept mapping?

AA colourful sheet with topic words written separately but no labelled or explainable links
BA map in which learners explain why rainfall is linked with agriculture
CA map revised after feedback on one incorrect link
DA group map followed by one evidence-based explanation

14Before starting a group investigation on a local resource issue, what should the teacher plan first?

AOnly the decoration style of the final chart
BThe question, evidence source, group roles, reflection prompt and assessment check
COnly a marks sheet for the final chart presentation
DOne fixed answer key before learners examine evidence

15Arrange these problem-solving actions in the most suitable order: I. Check whether the chosen step worked. II. Understand the problem from evidence. III. Suggest possible solutions. IV. Choose a solution with reasons.

AIII, IV, II, I
BII, III, IV, I
CI, II, III, IV
DIV, I, II, III

More topics in Child Development & Pedagogy

action-researchprinciples-and-dimensions-of-developmentpersonality-and-intelligencemotivation-and-learningheredity-and-environmentgrowth-and-developmentgifted-creative-and-specially-abled-learnersfactors-affecting-development-family-and-schooldiverse-learnersdisadvantaged-learnersconstructivist-approach-and-experiential-learningassessment-measurement-evaluation-cce-and-achievement-testsadjustment-and-teacher-roleteaching-learning-process-ncf-2005learning-meaning-concept-process-and-factorslearning-difficultiesrte-act-2009-teacher-role-and-responsibilitiesindividual-differenceslearning-theories-behaviourist-gestalt-bandura-piagetIndividual Differencesbehaviourist-gestalt-bandura-and-piaget-learning-theoriesConcept Mapping, Investigatory Approach, and Problem SolvingLearning DifficultiesRTE Act 2009: Teacher Role and ResponsibilitiesMotivation and Implications for LearningPrinciples & Dimensions of DevelopmentTeaching-Learning Process — NCF 2005 viewLearning theoriescce-and-formative-assessment-primaryHeredity and EnvironmentGrowth & DevelopmentConstructivist Approach & Experiential Learninginclusive-education-primary-stageAction ResearchConcept Mapping, Investigatory Approach & Problem SolvingAssessment, Measurement, Evaluation, CCE & Achievement Testsplay-based-and-activity-based-learningprimary-stage-classroom-managementrte-act-2009-primary-stageRTE Act 2009 — teacher's role & responsibilitiesncf-2005-and-ncf-fs-primaryDisadvantaged and Deprived Learnersnipun-bharat-and-fln-missionFactors affecting Development — family & schoolAdjustmentGifted, Creative & Specially Abled LearnersPersonality & IntelligenceLearning — meaning, concept, process, factorsUnderstanding Diverse Learners

Explore other subjects

Current AffairsIndian EconomyReasoning & Mental AbilityScience & TechnologyIndian Constitution & GovernanceRajasthan History, Art & CultureEnvironment & EcologyGeography of Rajasthan