Concept Mapping, Investigatory Approach, and Problem Solving MCQ — 15 Practice Questions with Answers

Practice 15 Concept Mapping, Investigatory Approach, and Problem Solving multiple-choice questions with detailed answers and explanations. Ideal for RAS/RPSC exam preparation.

15 Questions child-development-pedagogy

Q1. Learners are investigating noise near the school library. Which evidence source is most appropriate for their age level?

A Delay that participation route until the learner shows readiness independently

B Check notebook presentation before checking reasoning

C A simple observation record of time, place and likely noise source Correct

D A conclusion copied from another class

Explanation

Option C is correct because it directly addresses the need in the question: A simple observation record of time, place and likely noise source. The other options rely on incomplete evidence, delayed support, narrow participation, labels, copying, or unsupported assumptions rather than diagnosing and supporting learning.

Q2. A class is stuck while building a concept map on resources. Which response gives useful scaffolding?

A Use a recall task before asking for explanation

B Leave learners with unclear instructions and no chance to ask questions.

C Model one link, ask learners to create the next links, and discuss their reasons. Correct

D Judge only the final drawing and ignore how links were made.

Explanation

Option C is correct because it directly addresses the need in the question: Model one link, ask learners to create the next links, and discuss their reasons.. The other options rely on incomplete evidence, delayed support, narrow participation, labels, copying, or unsupported assumptions rather than diagnosing and supporting learning.

Q3. A teacher arranges a class survey but ends the period as soon as the forms are filled. What is the main weakness in this activity?

A Learners do not discuss the evidence or reflect on what it means. Correct

B Learners used paper instead of speaking only.

C Use a recall task before asking for explanation

D The survey had more than one question.

Explanation

Option A is correct because it directly addresses the need in the question: Learners do not discuss the evidence or reflect on what it means.. The other options rely on incomplete evidence, delayed support, narrow participation, labels, copying, or unsupported assumptions rather than diagnosing and supporting learning.

Q4. In a group inquiry, one learner is given the role of evidence recorder. Which action best matches this role?

A Deciding the conclusion before other learners observe anything

B Use a recall task before asking for explanation

C Noting observations accurately and sharing them for group discussion Correct

D Asking the teacher to complete the inquiry quickly

Explanation

Option C is correct because it directly addresses the need in the question: Noting observations accurately and sharing them for group discussion. The other options rely on incomplete evidence, delayed support, narrow participation, labels, copying, or unsupported assumptions rather than diagnosing and supporting learning.

Q5. After a short class survey on why students come late, which next step best fits evidence-based inquiry?

A Announce that one reason must be correct for everyone.

B Ignore responses that do not match the teacher's guess.

C Group similar responses, compare them with attendance observations and discuss patterns. Correct

D Use a recall task before asking for explanation

Explanation

Option C is correct because it directly addresses the need in the question: Group similar responses, compare them with attendance observations and discuss patterns.. The other options rely on incomplete evidence, delayed support, narrow participation, labels, copying, or unsupported assumptions rather than diagnosing and supporting learning.

You've seen 5 of 15 questions

Q6. Which question is most suitable for a simple investigatory task in an upper-primary classroom?

A Why is the whole world changing every day?

B At which places in our school is drinking water most often wasted?

C Which answer will get the highest marks from the teacher?

D Can everyone memorise the paragraph by tomorrow?

Q7. Which reflection entry best shows learning after a classroom investigation?

A Our first idea changed after we compared observations, and our next question is about another possible cause.

B Our chart was the neatest, so our conclusion must be correct.

C We finished before the bell, so no more thinking is needed.

D Use a recall task before asking for explanation

Q8. One group is unable to begin an inquiry task on classroom waste. What should the teacher do first?

A Offer a focused question and an evidence prompt, then let the group investigate.

B Use a recall task before asking for explanation

C Use one familiar response mode and add wider participation later

D Mark the group wrong before observing its difficulty.

Q9. In a concept map on food wastage, which linking phrase shows a meaningful relationship?

A Use a recall task before asking for explanation

B Leftover food - can increase waste if not reused or shared properly

C Plate - written near the margin because space is empty

D Kitchen - longest word in the group

Q10. A teacher has taught the idea of community resources. Which task best turns it into problem solving?

A Use a recall task before asking for explanation

B Draw a border around the textbook paragraph.

C Wait for the teacher to list every answer on the board.

D Identify one school resource problem, collect evidence and suggest a practical improvement.

Q11. Learners sort resource cards only by card colour while making a concept map. What is the teacher's best response?

A Use a recall task before asking for explanation

B Ask them to regroup the cards by meaningful links such as source, use or effect.

C Check notebook presentation before checking reasoning

D Complete the whole map for them to save time.

Q12. A group wants to move the dustbin closer to the snack area. Which explanation shows the strongest solution reasoning?

A It will look better because the group likes that corner.

B The teacher once stood near that place.

C The word dustbin is easy to spell.

D Most litter was observed near the snack area, so the dustbin location matches the problem.

Q13. A Class VI group has drawn arrows in a concept map, but the arrows have no linking words. Which teacher prompt will best improve the map?

A Write a short phrase on each arrow to show how the two ideas are connected.

B Use a recall task before asking for explanation

C Use one familiar response mode and add wider participation later

D Ask learners to reproduce one model response first

Q14. After learners suggest a solution to reduce noise near the library, which reflection prompt best supports problem solving?

A Who wrote the solution in the best handwriting?

B Can you repeat the solution exactly as it was written?

C Which group finished the task first?

D Which evidence supports your solution, and what still needs checking?

Q15. A concept map includes the link 'population increases water demand'. Which learner response best shows understanding of this link?

A I placed it at the top because it looked important.

B More people need water for daily uses, so demand can rise.

C Use a recall task before asking for explanation

D I copied the sentence because it was on the board.

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Frequently Asked Questions

How many Concept Mapping, Investigatory Approach, and Problem Solving MCQ questions are available?

There are 15 Concept Mapping, Investigatory Approach, and Problem Solving practice MCQs available on Aspirant Academy, with detailed answers and explanations for each question.

Are answers and explanations provided for Concept Mapping, Investigatory Approach, and Problem Solving MCQs?

Yes, every Concept Mapping, Investigatory Approach, and Problem Solving question comes with the correct answer and a detailed explanation to help you understand the underlying concept.

How is Concept Mapping, Investigatory Approach, and Problem Solving relevant to the RAS/RPSC exam?

Concept Mapping, Investigatory Approach, and Problem Solving falls under the child-development-pedagogy section of the RAS/RPSC syllabus. It is a frequently tested area and regular practice with these MCQs will strengthen your preparation.

Can I practice Concept Mapping, Investigatory Approach, and Problem Solving questions in Hindi?

Yes, Aspirant Academy offers bilingual support. You can practice Concept Mapping, Investigatory Approach, and Problem Solving MCQs in both English and Hindi, including questions, options, and explanations.

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Concept Mapping, Investigatory Approach, and Problem Solving MCQ — 15 Practice Questions with Answers

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Frequently Asked Questions

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