Practice Set 4 — Pedagogy in Education

Statements I and III are correct: an aid must be factually accurate, since an error it carries is reinforced visually and is hard to unlearn, and it must arouse interest and draw the learner into active cognitive participation rather than passive viewing. Statement II is false because instructional relevance is the primary criterion of selection; attractiveness detached from the objective merely adds extraneous load and distracts attention from the concept being taught. (a) wrongly admits II, treating decorative appeal as an acceptable substitute for relevance; (c) both admits II and drops the accuracy requirement, which is indispensable; (d) accepts all three and so retains the same flawed statement II.

Approach II has learners collaboratively measuring the playground to compute area, building mathematical meaning from authentic joint activity — social constructivism. Approach IV uses Socratic questioning to provoke disequilibrium and force reorganisation of a gravity misconception — cognitive constructivism. Both are therefore constructivist. (a) misreads II as behaviourist and IV as merely information-processing; (c) again labels the collaborative measurement behaviourist, though no reinforcement contingency operates; (d) reverses matters entirely, calling the Socratic exchange behaviourist when it is drill (I) and gold stars (III) that are the behaviourist items here.

I and III are the classic markers of high achievement motivation: a preference for situations in which the person is personally responsible for the solution, and an appetite for concrete, unambiguous feedback on performance. II is wrong — such students choose moderately challenging goals, since easy targets provide neither diagnostic information nor satisfaction. (a) includes the low-goal claim that the theory explicitly contradicts; (b) keeps that error and additionally discards the personal-responsibility criterion, the most central feature of the achievement motive; (d) treats all three as characteristic, retaining the easily achievable goals that high achievers avoid.