MCQ
Concept Mapping, Investigatory Approach & Problem Solving MCQ - Practice Questions with Answers
Solve 10 Concept Mapping, Investigatory Approach & Problem Solving questions for RAS/RPSC preparation.
Practice questions
Q1George Polya described problem solving as a four-step process. Which option correctly identifies the first step a Class V learner should take when given an unfamiliar word problem about pencils and notebooks?
Polya's first step is Understand the Problem. The learner identifies what data is given, what is unknown, and what condition links the two. Reading the problem carefully and restating it in own words is the foundation of the next three steps.
Q2Arrange the following stages of an investigatory lesson on which surfaces a magnet sticks to in the correct sequence: P make a guess about which surfaces will hold the magnet, Q test each surface with the magnet and note results, R observe a magnet and a few classroom objects on a tray, S discuss the results and refine the guess for next time.
The investigatory cycle for primary classes runs observe, ask or guess, test, then discuss. Children first see the magnet and objects (R), then guess which will stick (P), then test each one (Q), and finally talk over the results to sharpen their thinking (S).
Q3A Class IV teacher draws a diagram on the board with the word Plants at the top, and below it Roots, Stem, Leaves, Flowers connected by labelled lines such as has and produces. Which classroom tool is the teacher mainly using?
A concept map, as developed by Joseph Novak, places broader concepts at the top and links them to sub-concepts through labelled lines that show the relationship. The Plants to Roots and Leaves diagram with words like has and produces is a textbook concept map.
Q4Read the two statements about a concept map drawn by a Class III teacher. Statement I: A concept map shows ideas in a hierarchy from broad to specific. Statement II: A concept map uses labelled linking words on the lines that join two ideas. Which is true?
Novak's concept map has two defining features. First, it is hierarchical: the most general concept sits at the top and specific examples branch downward. Second, every line carries a labelled linking word or phrase that turns two concepts into a meaningful proposition.
Q5How many distinct steps does Polya's classical problem-solving framework define for a school learner?
Polya's framework names exactly four steps: understanding the problem, devising a plan, carrying out the plan, and looking back at the solution. This four-step structure is the heart of every primary-school problem-solving routine that follows Polya.
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6Match each Polya problem-solving step in List I with the matching learner action in List II. List I: 1 Understand, 2 Plan, 3 Carry out, 4 Look back. List II: P Try the steps and write the answer, Q Read the problem and restate the unknown, R Check whether the answer is reasonable, S Choose a strategy such as drawing a picture.
7On a primary-classroom concept map about animals, the broadest concept Animals branches into Mammals, Birds, and Fish. From Mammals two further specific examples are drawn. How many concept levels appear in this map, counting Animals as the first level?
8Which of the following is NOT a feature of a well-drawn primary-classroom concept map?
9Assertion: In a Class V EVS lesson on shadows, the teacher lets children move a torch over a wooden block, observe the shadow, and discuss what changes when the torch moves. Reason: The investigatory approach asks learners to observe, raise questions, and test their guesses through hands-on activity. Choose the correct option.
10Consider these four statements about the investigatory approach in primary classrooms. 1 It begins from a question or problem that puzzles the learner. 2 It treats observation and hands-on testing as central. 3 It dictates that the teacher must give the answer before any activity. 4 It values discussion of results, including unexpected findings. Which combination of statements is correct?