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CTET/ UPTET 2019 Exam | Important EVS Questions | 28th September 2019

CTET/ UPTET 2019 Exam | Important EVS Questions | 28th September 2019_30.1

CTET/ UPTET 2019 Exam Important EVS Questions:

Today, we are providing you the EVS/ SCIENCE Questions, which help you to command over this subjects.Taught many interesting science information and add some fun in a science teaching-learning process.This section is not only important for CTET 2019 Exam i.e UPTET, REET, HTET etc. So, we will provide you the questions which will help you in preparing for Exam.

Q1. Which one among the following situations gives the learners the best opportunity to ‘discover knowledge’?
(a) Students being instructed through ‘team teaching’ on ‘materials of daily use’
(b) Students undergoing an elaborate and detailed session of ‘programmed instruction’ on the topic ‘components of food’
(c) Students being first shown the demonstration of ‘Archimedes Principle’ followed by a detailed explanation
(d) Students labeling the given materials as ‘conductors’ and ‘non-conductors’ by placing them in a self-assembled closed electric circuit

Q2. Which one among the following questions would be an ‘open-ended question’?
(a) Explain why we always see the same side of the Moon
(b) Why does the Moon change its shape daily?
(c) Suppose the Moon emits light of its own would it still have phases?
(d) Meteors are not visible during het daytime Explain the reason

Q3. Describing the relationship between the distance travelled by a ball that is rolled on the inclined plane and the angel of the plane by constructing a graph is an example of 
(a) Hypothesizing
(b) Communicating
(c) Predicting
(d) Interpreting

Q4. Which one among the following is not a desirable aim of science education at upper primary level?
(a) To know the facts and principles of science and its applications
(b) To nurture the natural curiosity, aesthetic sense and creativity in seience and technology
(c) To gain the knowledge available through memorizing the content and process of science
(d) To imbibe the values of honesty, integrity and cooperation

Q5. A class VIII student makes the statement 
“We live inside the Earth and it is round. That’s why Columbus’ ship returned to the starting point.”
How the science teacher of class VIII is best advised to react?
(a) Challenge the child’s idea by presenting pictures taken from the space and helping him in understanding how large the radius of the Earth is
(b) Reject the statement and tell the child that it is like globe and we live on the surface of the round Earth
(c) Explain that although the Earth is round like a ball yet it appears circular like a plate
(d) Accept the statement as it indicates the child’s idea and needs to be respected

Q6. Which one of the following is the most appropriate technique of assessment of attitude and values development among students by science education?
(a) Paper-pencil test
(b) Observation
(c) Check-list
(d) Rating scale

Q7. A teacher frames a learning objective as –“Making a device using simple electric circuit”. This learning objective is matching with which cognitive process?
(a) Understanding
(b) Creating
(c) Analysing
(d) Remembering

Q8. Good science education’ should fulfill some basic validity. Which one of the following validities is most appropriately fulfilled by the concept of ‘shadow formation’ in class VI syllabus at upper primary level?
(a) Process
(b) Cognitive
(c) Environmental
(d) Content

Q9. Which one of the following statements about scientific knowledge would you not agree with? 
(a) Scientific knowledge is absolute, certain and eternal
(b) Development of scientific knowledge involves imagination and creativity
(c) Scientific knowledge is socially and culturally embedded
(d) Scientific knowledge is theory laden

Q10. On the basis of recommendations of national curriculum framework (NCF) 2005, NCERT textbooks in science lay greater emphasis on 
(a) giving active learning experience to students
(b) teaching scientific terms exact definitions
(c) preventing rote learning
(d) upholding sharp boundaries between different domains of science curriculum


S1. Ans.(d)

S2. Ans.(c)

S3. Ans.(a)

S4. Ans.(c)

S5. Ans.(a)

S6. Ans.(b)

S7. Ans.(b)

S8. Ans.(b)

S9. Ans.(a)

S10. Ans.(a)

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