MCQ
Teaching-Learning Aids MCQ - Practice Questions with Answers
Solve 10 Teaching-Learning Aids questions for RAS/RPSC preparation.
Practice questions
Q1Consider the following two statements about simple experiments in primary EVS: Statement 1: A simple experiment in EVS should grow out of a question that the children themselves can ask. Statement 2: A simple experiment in EVS must use only laboratory glassware that is rare in primary schools. Which of the following is correct?
A simple experiment in primary EVS should start from a real, child-asked question, so the first statement is correct. The second statement is wrong because such experiments in primary classes use everyday materials like bowls, pebbles, threads, water, leaves, paper, and torches; rare laboratory glassware is not required and is often not even available.
Q2Assertion (A): A field trip to a nearby vegetable market is a useful teaching-learning aid for a Class IV EVS lesson on food. Reason (R): A field trip is the only kind of teaching-learning aid that the EVS syllabus allows at the primary stage. Which one is correct?
A short visit to a vegetable market lets Class IV learners see, smell, count, and ask about food items in a real setting, so the assertion is true. The reason is wrong because the syllabus also welcomes models, charts, real objects, picture cards, simple experiments, songs, stories, and many more aids; field trips are one option among several.
Q3Assertion (A): A primary teacher should choose teaching-learning aids that come from the child's own surroundings whenever possible. Reason (R): When the aid is familiar, the child can connect new ideas to known objects and learn them faster. Which one is correct?
The assertion follows the EVS principle of starting from the child's immediate environment. The reason explains exactly why this works: prior knowledge of familiar objects gives the child anchors on which new learning is hung, so the new concept is grasped faster and remembered longer.
Q4A Class V EVS lesson aims to integrate environmental ideas with language and arts. Which classroom plan best fits this aim?
Visiting the garden gives an EVS observation experience, writing a short poem links the experience to language, and drawing a leaf links it to art. This single sequence weaves environment, language, and arts together, which is exactly the kind of integration the EVS approach recommends at the primary stage.
Q5In a Class III EVS lesson on water sources, which item best fits the definition of a teaching-learning aid?
A teaching-learning aid is a concrete object or experience that helps children grasp a concept through their senses. A jar of pond water lets Class III learners see, touch, and talk about a real water source, turning an abstract idea into direct experience.
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6Assertion (A): Discovery-based teaching in primary EVS should let children try, fail, and try again rather than be told the answer first. Reason (R): When a child finds the result through her own attempt, the learning is deeper and stays for longer. Which one is correct?
7Read the statements about activity-based learning in primary EVS and choose the combination that is correct. 1. The child is an active builder of meaning, not a passive listener. 2. Hands-on activity is preferred over rote recitation of definitions. 3. The teacher's only role is to test the child after the activity. 4. Activities should connect with the child's everyday surroundings.
8Which of the following is NOT a feature of a good EVS teaching-learning aid for the primary stage?
9Match each EVS teaching-learning aid in List I with its best classroom use in List II, and choose the correct combination. List I — Aid (a) Picture chart of common birds (b) Real seeds of grain in small bowls (c) Hand lens and a few leaves (d) Story of a village water tank List II — Best classroom use (i) Helps children compare and feel objects (ii) Helps children listen and imagine a setting (iii) Helps children look closely at small parts (iv) Helps children name and describe what they see
10Consider the following items used in a Class V EVS class on plants: 1. A small potted seedling brought from the school garden 2. A printed photograph of a sunflower 3. A song about trees sung by the children 4. A live plant viewed through a hand lens 5. The teacher's spoken description of a forest How many of these items can be classified as audio-visual or hands-on teaching-learning aids in primary EVS?