EVS Pedagogy MCQ Quiz - Objective Question with Answer for EVS Pedagogy - Download Free PDF

Observation and reporting is a key learning indicator in Environmental Studies. It involves closely watching events or changes in surroundings, recording those observations, and sometimes representing them visually or in written form. This skill helps children to develop critical thinking and scientific temper.

Key Points

• Noting changes over time, such as observing the growth of a plant, directly supports observational skills.
• Drawing from observation, like sketching a leaf or animal seen during a nature walk, is a common way to report findings visually.
• Recording data in a table, such as tracking rainfall over days or types of insects seen, helps organize observational data clearly.

HintCreating a model goes beyond observation and enters the domain of design or representation, often based on understanding or imagination. While it's a valuable skill, it does not directly assess the core ability to observe and report.

Hence, the correct answer is creating a model.

Environmental Studies (EVS) at the primary level lays the foundation for scientific thinking by encouraging observation, exploration, and hands-on experiences. Its aim is not just to deliver facts but to develop inquiry, reasoning, and problem-solving skills in real-life contexts.

Key Points

• Organizing nature walks and recording observations is directly aligned with scientific processes such as exploration, observation, and data recording. It helps students connect with their environment and apply scientific skills in a meaningful way.
• Reading chapters silently may aid comprehension but lacks the experiential and investigative approach central to science-related EVS learning.
• Watching science fiction movies only might spark interest but does not actively involve learners in scientific exploration or reasoning.
• Memorizing scientists' names and inventions focuses on rote learning, which doesn’t reflect the inquiry-based, hands-on spirit of EVS or science.

Hence, the correct answer is organizing nature walks and recording observations.

Environmental Studies (EVS) is a multidisciplinary field that focuses on understanding the environment, its components, and the interactions between humans and nature.

Key Points

•  The Environmental Studies curriculum may lead to holistic learning of children if it is integrated, inclusive, and thematic.
• Integrated learning ensures that environmental concepts are connected to various subjects, providing a well-rounded understanding of the environment.
• Inclusive approaches ensure that every child, regardless of their background or abilities, has the opportunity to learn about environmental issues.
• Thematic teaching focuses on key themes related to the environment, allowing children to explore topics in-depth and make connections between different ideas.
• All of these approaches together help children gain a comprehensive understanding of environmental issues, promoting critical thinking, empathy, and problem-solving skills.

Hence, the correct answer is all of the above.

In a child-centered EVS classroom, the focus is on active engagement, student participation, and learning through hands-on experiences. 

Key Points

• Children will be seen participating in interactive discussions and group activities – This aligns with the principles of a child-centered classroom. Active engagement through discussions and group activities encourages critical thinking, collaboration, and learning from peers.
• Children will be encouraged to share their personal experiences and ideas – This is a common practice in a child-centered classroom. Sharing personal experiences helps students connect with the content and allows for deeper engagement with the subject matter.
• The classroom environment will be designed to be flexible, supporting various hands-on activities – Flexibility in the classroom environment supports the idea of active learning, where students can participate in hands-on activities that promote experiential learning and inquiry-based exploration.

Hint

• The teacher will conduct long lectures where students are expected to listen passively – This is least likely in a child-centered EVS classroom. In this approach, the teacher’s role is more of a facilitator than a lecturer. Passive listening is not encouraged because it doesn’t actively involve students in the learning process.

Hence, the correct answer is 'the teacher will conduct long lectures where students are expected to listen passively'.

The EVS syllabus of class III to V is connected and integrated within broad themes and sub-themes to make content more lively for students so that they can make the best of their educational experiences.

Key Points

• Assertion: "The theme-based EVS curriculum encourages the integration of activities like observation, experimentation, discussion, and field visits."
• This is true. Theme-based EVS teaching promotes experiential learning by integrating real-world, hands-on activities that make learning meaningful and connected to the learners' environment.
• Reason: "Such activities promote rote memorization and reduce learner engagement with the environment."
• This is false. These activities enhance engagement and understanding by encouraging critical thinking, exploration, and application of knowledge—exactly the opposite of rote memorization.

Hence, the Assertion is true, but the Reason is false.

Anecdotal records are short and significant descriptions of the performance and behavior of children in unexpected events, which would not be documented otherwise and are quite useful to observe day-to-day basis. They are brief written notes based on observations of children—how and where children spend time, their social relationships, their use of language, modes of interaction, and information about health and nutrition habits. 

Uses of anecdotal records-  

• Anecdotal records are of special value in indicating social and emotional situations.
• They help in identifying a child's areas of interest and relationships, etc.
• They give a realistic picture of students’ personality, that is, identifying their strength and weakness.
• Anecdotal records are very useful in fields where formal measurements are very difficult.
• A healthy teacher-pupil relationship is established when teachers are asked by the school organization to write down anecdotal reports.

It should be noted that anecdotal records are not meant for making statements of judgement. Also, only identifying the problematic situation is not the only use of anecdotal records.

When the activity at some stage in a lesson calls for discussion or active collaboration among a group of students, a number of such groups are formed and each given a relevant task to work on. This is called group work or group activity. 

Key Points

While designing a group activity in the EVS class, a teacher should:

• be conscious of the interests of all learners

• choose topic equally appealing to children of all religious and  cultural background

• not discriminate between boys and girls

• concerned about individual differences of learners

Note: Expensive material is not necessary for designing a group activity, in fact, a teacher should try to organise group activities by using the available materials.

Hence, we conclude that the above-given statements are correct in the context of group activity in EVS.

Explanation:

There are many kinds of families and one cannot classify a family as being of only one kind:

• Families are of different types.
• Some are joint family, extended family, nuclear or single-parent family.
• A family unit consisting of a mother, father and their two children is called a nuclear family.

This is an ideal family size:

• There is no particular definition of an ideal family.
• An ideal family can mean different to different people.

This is what all Indian families are like:

• In India, the most common type of family arrangement seen is a joint family.
• However, family culture in India is changing and various other types of families are also becoming common.

The statement should specify that the children are biological:

• A family must not necessarily consist of only a biological child.
• Many families are now adopting children.
• Adopted children are also an equal part of a family.

Thus, the above statement is incorrect because there are many kinds of families and one cannot classify a family as being of only one kind.

Additional Information

Types of families are:

Joint Family:  

• ​A family which lives together with all family members up to the second generation like grandparents, parents, uncle, aunts and their children is called a joint family.
• Such a type of family arrangement is especially common in India.

Extended Family:

• An extended family is used in a broader sense than a joint family.
• The extended family is a family that consists of parents, children, uncle, aunt, grandparents, their relatives etc.

Nuclear Family:

• A nuclear family consist of a couple and their children(1 or more).
• It is also known as elementary family or conjugal family or small families.

Single Parent Family:

• Single-parent families are families with children under age 18 headed by a parent who is widowed or divorced and not remarried, or by a parent who has never married.
• In such type of families, children live with only one parent.

The EVS syllabus of class III to V is connected and integrated within broad themes and sub-themes to make content more lively for students so that they can make the best of their educational experiences.

Key Points

"Animals" is a subtheme under the broad theme "Family and Friends" suggested in the EVS syllabus while remaining are the broad themes of the EVS syllabus for class III to V.

Hence, we can conclude that Animals is a subtheme under the theme suggested in the EVS syllabus.

Environmental Studies is a multidimensional subject that covers important principles from various academic fields. It is a broad field that studies the basic principles of EVS as well as associated subjects such as social science, science, language, mathematics, etc. EVS emphasizes the following points:

• The contents of EVS are organized thematically. Topics of both social studies and science are integrated because at the primary level students are not matured enough to study 'heavy' subjects like science and social science. Also, the reduced curriculum makes learning meaningful at primary stage.
• Provides scope for children’s expressions–oral and written and other creative expressions, etc.
• Children learn about their environment through exploring and experiencing it, gathering and analysing information based on their observations and experiences, and constructing their own knowledge, enriching and enhancing it.
• Learning is planned to progress from what the child already knows, to what is to be learnt, from local to global, or from the immediate environment to community and society and beyond.
• Chapters begin with key questions initiating children into thinking and constructing their own knowledge.

Hence, we conclude that the integrated nature of EVS helps to ​reduce curriculum load and help children to learn meaningfully.

EVS is a subject that is concerned with the development of learners' awareness about environmental issues. It nurtures children's curiosity about the natural environment.

• The teaching of EVS helps students to develop desirable attitudes, values, and behavior patterns necessary for an environment-friendly lifestyle.
• Excursions are activities organized by the school where the students are taken out of the regular classrooms to experience knowledge in the context of real life. For example, a trip to museums, historical monuments, exhibitions, etc.

Key Points

• Educational excursions are powerful, positive teaching tools that help enhance the social, personal, and emotional development of all learners.
• The basic objective of educational excursions in EVS is to provide first-hand experience to the students by engaging them with real situations.
• It is the appropriate tool to engage children effectively in EVS learning due to the active participation of students in the learning process.
• It introduces such concepts, ideas, and hands-on experiences that can't be provided in a classroom environment.
• It provides opportunities to bridge the gap between the theoretical and practical aspects of learning.

Hence, it becomes clear that the basic objective of educational excursion in EVS is to provide first-hand experience to the students;

Teaching Aids are devices by which the teacher helps the students to clarify, establish, and correlate accurate concepts, inspections, and appreciation through the utilization of more than one sensory channel. It means all the materials used to facilitate the understanding of written or spoken words. 

 Key PointsThey are of the following types:

• Audio: Radio, tape recorder, etc
• Visual: Chart, model, Diagram, etc
• AudioVisual: A video clip, computer, TV, etc.
• Non-projected teaching aids are those aids that are used without any projection. The following are its characteristics:
  • They translate abstract ideas into a more realistic format.
  • They allow instruction to move from verbal representation to a more concrete level.
  • Charts, diagrams, posters, and flashcards are a few examples of it.

Hence, we conclude that the chart is a non-projected teaching aid.

Hint

Epidiascope: A projector used to display the reflection of both opaque and transparent objects on the screen by shining bulbs on the objects.

Note: Film strip, Epidiascope, and slide are projected teaching aids.

There are a variety of teaching methods that can be used by the teacher for teaching theory and skills in the classroom setting. These are broadly classified as Teacher centered teaching methods and Student-centered teaching methods

Key Points

• ​Both seminar and project methods are suitable teaching methods as they are student-centered methods. They help in improving knowledge scores, skill scores, active learning ability, student collaboration, classroom atmosphere. These methods build interaction between teachers and students.

Seminar:

• Seminars are the gatherings of students who discuss the same topic at a common location. Presentation of research papers also takes place. The primary aim is to get a better picture, brainstorm, know the latest updates on the given topic. 
• The purpose of the seminar is to provide an opportunity for students to actively participate in finding answers to questions or solutions to problems using the scientific approach of doing analysis and synthesis of facts observed.

Project:

• The project method of teaching is one of the modern methods of teaching in which the curriculum content is considered from the child's point of view and is related to his needs and interest in the context of real-life situations.
• It implies that activities in the schools need to be closely connected with the child's daily life and needs. The project can be carried out by the individual students, solved individually by each member of a group, or dealt with by a group of students or the class as a whole.

Thus, it is concluded that Seminar and Project is a suitable method of teaching.

Hint

• The dictation method is a student-centered method that helps them in only improving listening skills and vocabulary.
• A lecture is a teacher-centered method of teaching whereby the teacher attempts to explain facts or principles to help students to understand. In this method, the teacher is an active participant, the students are passive listeners.
• The assignment method is a technique that can be usually used in the teaching and learning process. It is an instructional technique that comprises guided information, self-learning, writing skills, and report preparation among the learners. 

Explanation:

Thus, the mentioned definition of science was given by W. C. Dampier.

Environmental Studies is a subject that is concerned with the development of learners' awareness of environmental issues.

Key Points

For EVS transactions the teacher must be equipped with an understanding of the principles of pedagogical processes such as:

Known to Unknown is the principle of learning that is followed in teaching EVS.

• In this principle the teaching and learning process starts from previous knowledge with new content to be taught, the learner does not find difficulty in moving from known to unknown.
• The contents are spirally organized starting with the immediate experience of the child (known) moving out to the world she/he inhabits (unknown), leading to an analysis of some of the factors that influence life on this planet.
• The focus of EVS enlarges from the personal to the national and global (local to global), from the physical dimension to the aesthetic dimension.

Important Points

Other learning principles followed in EVS

• Simple to Complex
• Easy to difficult
• Whole to part 
• Local to Global Environment
• Constructivist
• Activity-oriented Approaches
• Learning to do

NOTE: Abstract to concrete, Unknown to known are the maxims of teaching but these are not followed in teaching EVS

Hence, we conclude that Known to the unknown is one of the learning principles.