EDU 13 SS 2022 june

 (Pages : 3) N – 6499

Reg. No. : ............................. 

Name : .................................. 

Third Semester B.Ed. Degree Examination, June 2022

EDU-13.10 — EMERGING TRENDS AND PRACTICES IN SOCIAL SCIENCE

EDUCATION

(2019 Admission Onwards)

Time : 2 Hours Max. Marks : 50 

PART – A

Answer all questions. Each question carries 1 mark.

1. Who introduced the term website surfing practice? 

(a) Albert Hunter (b) Jean Amour 

(c) John Dewey (d) Jean Piaget 

2. Face to face instruction with computer mediated instruction is called 

(a) Blended learning (b) Active experimentation 

(c) Experiential leaning (d) Computer Assisted instruction 

3. Which among the following is not a component of metacognition? 

(a) metacognitive experience (b) metacognitive understanding 

(c) metacognitive knowledge (d) metacognitive regulation

4. Who popularized experiential learning? 

(a) Graham (b) Kolb 

(c) John Fry (d) Jean Amour 

5. Self- reflection is also known as 

(a) Self-learning (b) Self-understanding 

(c) Self-knowledge (d) Self-examination 

 (5 x 1 = 5 Marks) 

PART – B

Answer all questions in a word or sentence. Each question carries 1 mark.

6. What is metacognition? 

7. What is Journaling? 

8. Explain any two advantage of peer tutoring. 

9. Define virtual leaning. 

10. What is meant by portfolio assessment? 

 (5 x 1 = 5 Marks) 

PART – C

Answer all questions. Each question carries 2 marks.

11. Mention any two criterias to keep in mind while using problem solving method. 

12. What is Evaluation? 

13. Explain about critical pedagogy. 

14. How Rubrics can be used as an assessment tool? 

15. Explain Brain storming. 

 (5 x 2 = 10 Marks)

PART – D

Answer any four questions. Each question carries 5 marks.

16. Discuss the procedure of problem based learning and its advantages in social 

science teaching. 

17. Explain the role of multimedia in the teaching of social science at secondary 

level. 

18. What are the stages involved in constructing an achievement test? 

19. Explain the principles of curriculum construction. 

20. What are the different reflective strategies that are adopted in social science 

teaching? 

21. Explain Blended learning. 

22. Online learning brings intimate relationship between teachers and parents – 

comment. 

 (4 x 5 = 20 Marks) 

PART – E

Answer any one question. Question carries 10 marks.

23. Reaching the unreached through digital platforms is todays slogan. Mention any 

Five digital platforms that can be used effectively in the teaching learning 

process. Mention its merits and demerits. 

24. Distinguish between Achievement test and Diagnostic test. Briefly explain the 

different steps for the construction of a Diagnostic test. 

 (1 x 10 = 10 Marks)

Answer key

1. Who introduced the term website surfing practice? 

(a) Albert Hunter  (b) Jean Amour 

(c) John Dewey  (d) Jean Piaget 

2. Face to face instruction with computer mediated instruction is called 

(a) Blended learning  (b) Active experimentation 

(c) Experiential leaning  (d) Computer Assisted instruction 

3. Which among the following is not a component of metacognition? 

(a) metacognitive experience  (b) metacognitive understanding 

(c) metacognitive knowledge  (d) metacognitive regulation

4. Who popularized experiential learning? 

(a) Graham  (b) Kolb 

(c) John Fry  (d) Jean Amour 

5. Self- reflection is also known as 

(a) Self-learning  (b) Self-understanding 

(c) Self-knowledge  (d) Self-examination 

6. What is metacognition? 

Metacognition is the ability to think about one’s own thinking, allowing a learner to plan, monitor, and evaluate their understanding.

7. What is Journaling? 

Journaling is the practice of writing personal reflections to deepen self-understanding and track learning experiences.

8. Explain any two advantage of peer tutoring. 

Peer tutoring improves understanding by allowing learners to explain concepts in simple ways, and it builds confidence through supportive, collaborative learning.

9. Define virtual leaning. 

Virtual learning is an educational process that takes place through digital platforms where teaching and interaction happen online.

10. What is meant by portfolio assessment? 

Portfolio assessment is the evaluation of a learner’s progress using a purposeful collection of their work over time.

11. Mention any two criterias to keep in mind while using problem solving method. 

Teachers should ensure the problem is meaningful and relatable to learners, sparking curiosity. They must also guide students to think independently while providing just enough support to keep them moving forward.

12. What is Evaluation? 

Evaluation is the systematic process of judging the quality or effectiveness of learning and instruction. It helps teachers understand learners’ progress and make informed decisions for improvement.

13. Explain about critical pedagogy. 

Critical pedagogy is an approach that encourages learners to question, reflect, and challenge social inequalities. It aims to empower students to become active thinkers who can transform their world.

14. How Rubrics can be used as an assessment tool? 

Rubrics provide clear criteria for judging students’ work, making expectations visible and fair. They help learners understand their strengths and areas for improvement through structured feedback.

15. Explain Brain storming. 

Brainstorming is a creative group technique where learners freely share ideas without fear of judgment. It opens space for imagination, allowing diverse thoughts to flow and form new solutions.

16. Discuss the procedure of problem based learning and its advantages in social 

science teaching. 

Introduction
Problem-Based Learning (PBL) invites learners into a world where questions guide their journey and curiosity lights their path. In social science, it nurtures thoughtful, responsible citizens.

Procedure

1. Presenting the Problem
A real-life, meaningful social issue is introduced to stimulate inquiry.

2. Understanding and Defining the Problem
Students analyse the situation, identify what they know, and clarify what they must explore further.

3. Planning and Collecting Information
Learners gather data through discussions, reading, observation, and digital resources.

4. Developing Solutions
Students propose explanations or solutions through teamwork and critical thinking.

5. Presenting and Reflecting
They share findings, revisit assumptions, and refine their understanding.

Advantages

• Promotes Critical Thinking
Learners sharpen analytical skills by examining authentic social issues.

• Encourages Collaboration
Group work builds communication, empathy, and collective responsibility.

• Enhances Deep Learning
Students connect concepts with real life, making learning memorable and meaningful.

Conclusion
In social science, PBL becomes not just a method but a gentle awakening—helping learners think, question, and act with purpose.

17. Explain the role of multimedia in the teaching of social science at secondary 

level. 

Introduction
Multimedia breathes colour and movement into the social science classroom, transforming dry facts into living stories.

Enhancing Understanding

Videos, animations, and maps help students visualise historical events, geographic features, and civic processes, making concepts vivid and relatable.

Boosting Engagement

Interactive presentations and audio-visuals capture attention, sparking curiosity and sustained interest.

Supporting Diverse Learners

Images, sounds, and diagrams cater to varied learning styles, ensuring everyone finds a doorway into understanding.

Promoting Inquiry

Digital documentaries, virtual tours, and timelines encourage learners to explore, ask questions, and build their own interpretations.

Encouraging Skill Development

Multimedia nurtures digital literacy, critical viewing skills, and interpretive thinking.

Conclusion
In the secondary classroom, multimedia becomes a companion that opens windows to the world—lifting learning from the page into the pulse of life.

18. What are the stages involved in constructing an achievement test? 

An achievement test is a delicate craft—designed to measure learning with fairness and clarity.

1. Planning

Define objectives, content areas, and the purpose of the test.

2. Blueprint Preparation

Create a table showing weightage for content, cognitive levels, and question types.

3. Item Construction

Develop questions—objective, short answer, and essay—aligned with goals.

4. Item Review and Editing

Ensure clarity, relevance, and freedom from ambiguity or bias.

5. Preparation of Scoring Key

Create answer keys and marking schemes for uniform scoring.

6. Administration

Conduct the test under proper conditions.

7. Scoring and Interpretation

Evaluate responses and interpret results for feedback.

Conclusion
Through these stages, the test becomes not just an instrument of evaluation but a mirror reflecting learning’s depth and direction.

19. Explain the principles of curriculum construction. 

Introduction
A curriculum is the heartbeat of education—shaped with care to guide young minds.

1. Child-Centeredness

The curriculum must respect learners’ needs, interests, and developmental stages.

2. Relevance and Utility

Content should connect with real-life situations and societal needs.

3. Flexibility

It must adapt to learners’ diversity and changing social realities.

4. Integration

Learning experiences should be interlinked, showing the unity of knowledge.

5. Balance

Cognitive, emotional, social, and moral development should receive equal attention.

6. Progression and Continuity

Content should flow smoothly from simple to complex, ensuring steady growth.

Conclusion
When these principles guide curriculum construction, learning becomes a harmonious journey filled with meaning and purpose.

20. What are the different reflective strategies that are adopted in social science 

teaching? 

Introduction
Reflection is the quiet heartbeat of teaching—helping learners look inward and understand their own learning path.

1. Journaling

Students record thoughts, questions, and insights, deepening self-understanding.

2. Portfolio Writing

Collections of work showcase growth across time, encouraging analysis of progress.

3. Problem-Solving Reflection

Learners review strategies used and rethink approaches for improvement.

4. Peer Reflection

Discussion with peers builds fresh perspectives and mutual growth.

5. Self-Assessment

Students evaluate their own strengths and areas for improvement.

Conclusion
These strategies awaken a gentle inner awareness, helping learners grow not just in knowledge but in wisdom.

21. Explain Blended learning. 

Introduction
Blended learning weaves together the warmth of classroom interaction with the freedom of digital learning.

Combination of Online and Offline Learning

Students learn through face-to-face classroom sessions supported by online resources such as videos, quizzes, and interactive modules.

Flexible and Personalised Learning

It allows learners to revisit content, learn at their own pace, and engage in deeper exploration.

Active Engagement

Multimedia, discussions, and digital tools encourage active participation.

Teacher’s Evolving Role

Teachers become facilitators, guiding students through both in-person and virtual spaces.

Conclusion
Blended learning becomes a bridge—connecting traditional wisdom with modern possibilities, enriching learning for every student.

22. Online learning brings intimate relationship between teachers and parents – 

comment. 

Online learning reshaped the educational landscape, drawing families and teachers closer than before.

Increased Visibility of Learning

Parents witness their children’s learning directly, gaining deeper understanding of classroom expectations and progress.

Continuous Communication

Digital platforms enable instant messaging, updates, reminders, and feedback—strengthening trust and cooperation.

Shared Responsibility

Parents and teachers collaborate more naturally in guiding students, creating a supportive learning environment.

Transparency and Support

Online tools make assignments, resources, and assessment details easily accessible, helping parents stay involved.

Conclusion
Thus, online learning becomes a delicate thread weaving together home and school, creating a more intimate and supportive circle around every learner.

23. Reaching the unreached through digital platforms is todays slogan. Mention any 

Five digital platforms that can be used effectively in the teaching learning 

process. Mention its merits and demerits. 

Digital learning has become a powerful tool to reach students who were once far from educational opportunities. Today, teachers use digital platforms to connect with learners across distances, create flexible learning environments, and ensure that no student remains “unreached.” These platforms provide materials, videos, live interaction, and guidance, making the teaching–learning process more inclusive and accessible.

1. Google Classroom

Google Classroom is a learning management system where teachers can distribute notes, assignments, videos, and announcements. It acts as a virtual classroom where students can learn at their own pace while staying connected with their teacher.

Merits

• Simple interface suitable for both students and teachers.

• Organizes learning materials neatly and reduces paperwork.

• Encourages feedback and communication.

Demerits

• Requires internet and smartphone/computer.

• Less effective for students with low digital skills or limited access.

2. YouTube 

YouTube is widely used for educational videos that help students visualize concepts. Teachers can upload lessons or share existing high-quality videos to support understanding.

Merits

• Free and accessible to most learners.

• Supports visual and auditory learning through animations and demonstrations.

• Students can pause, replay, and revise anytime.

Demerits

• Advertisements may interrupt learning.

• Not all videos are academically accurate, requiring teacher guidance.

3. Zoom

Zoom allows teachers to conduct live online classes, discussions, and presentations. It brings the classroom atmosphere closer to home by enabling real-time communication.

Merits

• Facilitates face-to-face teaching through video conferencing.

• Supports group work, screen sharing, and interactive sessions.

Demerits

• Heavy data usage and reliance on strong internet.

• Technical issues may disturb class flow.

4. WhatsApp

WhatsApp is one of the simplest platforms for communication between teachers, learners, and parents. It allows sharing of notes, voice clips, short videos, and quick updates.

Merits

• Easy to use even in rural areas.

• Helps maintain continuous teacher–parent–student interaction.

• Useful for quick explanations and reminders.

Demerits

• Limited to short content; long lessons are difficult.

• Students may get distracted by personal messages.

5. DIKSHA Platform

DIKSHA is a government-supported digital learning platform offering e-books, videos, worksheets, and assessments based on school curriculum. It is designed especially for Indian students and teachers.

Merits

• Free, reliable, and available in multiple Indian languages.

• Offers high-quality, curriculum-based resources.

Demerits

• Navigation may be difficult for very young learners.

• Requires regular updates and internet access.

Conclusion

Digital platforms serve as bridges connecting teachers and learners across any distance. Each platform carries its own strengths and limitations, yet together they help create an educational environment where every student—near or far—can be reached, supported, and inspired to learn.

24. Distinguish between Achievement test and Diagnostic test. Briefly explain the 

different steps for the construction of a Diagnostic test. 

1. Purpose

• Achievement Test: Measures how much a student has learned after teaching a unit or course.

• Diagnostic Test: Identifies specific learning difficulties and reasons behind poor performance.

2. Nature of Questions

• Achievement Test: Covers a wide range of topics taught.

• Diagnostic Test: Focuses on smaller units or difficult areas.

3. Timing

• Achievement Test: Usually given at the end of a unit or term.

• Diagnostic Test: Given whenever a teacher suspects difficulty.

4. Interpretation

• Achievement Test: Scores show overall performance.

• Diagnostic Test: Results show specific errors and weaknesses.

5. Use

• Achievement Test: For grading and reporting.

• Diagnostic Test: For planning remedial teaching.

Steps in Constructing a Diagnostic Test

1. Identifying Learning Difficulties

The teacher first observes signs such as low scores, confusion, hesitation, or repeated mistakes. These observations point toward possible problem areas.

2. Selecting the Content Area

The teacher chooses a specific topic or sub-topic where students struggle. The area is kept small and clear, such as “fractions,” “maps,” or “causes of a revolution.”

3. Breaking the Content into Small Skills

The topic is divided into small learning points—for example:

• understanding concepts

• applying rules

• solving questions

• interpreting diagrams
  This helps locate the exact point of difficulty.

4. Preparing Test Items

Questions are created for each learning point. Items are simple, direct, and arranged from easy to difficult. Objective questions, short answers, and error-identification tasks are commonly used.

5. Administering the Test

The test is given in a relaxed environment. Students are encouraged not to feel stressed, as the aim is support, not comparison.

6. Analysing Errors

Every wrong answer is studied to find the type of mistake—conceptual error, careless error, language difficulty, or lack of practice.

7. Planning Remedial Teaching

Based on the analysis, teachers prepare short, focused lessons to remove the difficulty. Activities, examples, peer support, or re-teaching may be used.

Conclusion
Achievement tests and diagnostic tests complement each other, helping teachers see both the bigger picture and the finer details of learning. A carefully constructed diagnostic test becomes a compassionate tool—shining light on challenges and guiding learners gently toward improvement and confidence.