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evs-pedagogy-and-integration-l1 MCQ - Practice Questions with Answers

Solve 30 evs-pedagogy-and-integration-l1 questions for RAS/RPSC preparation.

Practice questions

Q1Match the theorist with the EVS classroom idea: 1 Piaget, 2 Bruner, 3 Vygotsky. a scaffolding, b concrete action, c enactive-iconic-symbolic representation.

A 1-a, 2-b, 3-c
B 1-b, 2-c, 3-a
C 1-c, 2-a, 3-b
D 1-b, 2-a, 3-c
Explanation

The note uses the three theorists to make pedagogy concrete. Tara first handles leaves, then draws them, then names features. That sequence needs concrete activity, representation and scaffolding, so the match is Piaget-b, Bruner-c and Vygotsky-a.

Q2According to NEP 2020 and NCF-SE 2023, which school-structure pattern is used, and what age range is covered by the foundational stage?

A 10+2 structure; ages 6 to 14
B 4+4+4 structure; ages 3 to 6
C 5+3+2+2 structure; ages 5 to 8
D 5+3+3+4 structure; ages 3 to 8
Explanation

NEP 2020 and NCF-SE 2023 use the 5+3+3+4 structure, with the foundational stage covering ages 3 to 8. The other options either keep an old pattern, invent a pattern, or give an incomplete age range.

Q3A teacher wants to scaffold a Class 4 EVS task on sources of water. Which sequence is most appropriate?

A Dictate names of water sources, give a written test, then ask children to draw one source.
B Show a labelled chart, ask children to copy it, and correct spelling errors.
C First define ground water, then assign a paragraph from a reference book.
D Ask children to name water sources they know, sort picture cards with hints, discuss differences, and then make a small table.
Explanation

Good scaffolding starts from children's known examples, gives hints during a manageable task, and then asks them to record the idea. The other sequences rely too early on copying, testing or abstract definitions.

Q4Assertion: EVS at primary level should connect natural, social and cultural surroundings. Reason: NCF 2005 strengthened the integrated approach for EVS in primary years.

A Both are true, and the reason explains the assertion
B Both are true, but the reason does not explain the assertion
C Assertion is true, but reason is false
D Assertion is false, but reason is true
Explanation

NCERT says NCF 2005 continued and strengthened the integrated approach for EVS during primary years. Therefore the assertion and reason match: EVS connects nature, society and culture, as seen when Tara's leaf example and Joseph's public-place example stay in one lesson.

Q5A Class 3 teacher wants children to learn about water use through concrete experience. Which classroom action is most suitable?

A Give the definition of water conservation and ask children to repeat it ten times.
B Show only a long lecture video about rivers and dams.
C Ask children to observe water points at school, tally uses, discuss wastage and draw one care action.
D Ask children to copy the names of five rivers from the board.
Explanation

A suitable activity starts from a familiar place and asks children to observe, count, discuss and represent what they notice. Repetition, passive video viewing and copying river names keep the lesson away from concrete classroom experience.

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More questions

6A teacher starts a water lesson from Meena's home-water story, Joseph's tap drawing and Asha's vessel count. Which principle is shown?

AIntegrated EVS begins from the child's lived surroundings
BEVS should be taught only after all definitions are memorised
CCCE means giving a surprise written test after the story
DEVS examples must be taken only from textbook pictures

7Which statement is incorrect about CCE in primary EVS?

AIt can include notes on how a child observes, classifies, explains and cooperates during activities.
BIt should focus only on one final written test because continuous classroom evidence is unreliable.
CIt can record whether a child applies an idea to daily life, such as saving water at a public tap.
DIt may use oral responses, drawings, group work and teacher observations along with written tasks.

8A wheelchair user cannot use the narrow path for a school nature walk. What should the teacher do?

AKeep the child in class and later give the same worksheet
BUse an accessible route or assign equal observation roles with reachable material
CCancel the child's turn because EVS needs walking
DAsk another child to observe and report for the wheelchair user

9Statements: 1. NIPUN Bharat was announced in July 2021. 2. It targets foundational skills by the end of Grade 3 by 2026-27. 3. EVS should therefore become only reading drills. Choose the correct set.

AOnly 2 and 3
BOnly 1 and 3
COnly 1 and 2
DAll 1, 2 and 3

10Which option is NOT a problem of teaching environmental studies as active, inclusive and experience-based learning?

AUsing only rote questions and judging children by a final written test
BIgnoring children's home languages during discussion
CUsing local objects, pictures and safe observation to include many learners
DGiving stereotyped examples that exclude varied families, disabilities or women's work

11Which option best describes EVS pedagogy for REET Level 1?

AIntegrated EVS with activities, practical work, discussion, CCE, teaching aids and teaching problems
BOnly a list of plants, animals and crops from Rajasthan
COnly lecture method followed by copying definitions
DOnly high-school laboratory experiments with written records

12Match the learning theorist with the idea most useful for concrete activity in primary environmental studies.

APiaget - scaffolding by peers; Bruner - fear-free expression; Vygotsky - continuous evaluation
BPiaget - active construction with concrete operations; Bruner - representation; Vygotsky - scaffolding
CPiaget - textbook recitation; Bruner - punishment; Vygotsky - individual drill only
DPiaget - home-language respect; Bruner - school inspection; Vygotsky - annual written test

13Match the learning theorist with the Environmental Studies pedagogy idea most closely associated with the theorist. 1. Piaget 2. Bruner 3. Vygotsky I. Temporary support by teacher or peer II. Concrete activity and active construction III. Moving from action to image to symbol

A1-I, 2-II, 3-III
B1-II, 2-I, 3-III
C1-III, 2-II, 3-I
D1-II, 2-III, 3-I

14Which pair correctly matches EVS activity and process skill?

ACopying a paragraph - field observation
BMonthly test - discussion
CSorting seeds - classification
DTeacher lecture - child exploration

15In the REET Level 1 Environmental Studies section, which numerical pairing is correct for Environmental Studies?

A30 questions for 30 marks
B20 questions for 30 marks
C30 questions for 20 marks
D25 questions for 25 marks

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