A student becomes increasingly proficient at a task primarily because repeated practice strengthens the stimulus-response connection. This illustrates the:
The law of exercise emphasizes practice strengthening connections.
Pedagogy MCQs
📚 Table of Content
- 1000 Pedagogy MCQs
- Assessment and Evaluation MCQs
- Bloom’s Taxonomy Mcqs
- Classroom Management MCQS
- Curriculum MCQS
- Education in Sub-continent
- Educational Philosophy MCQs
- Educational Psychology MCQS
- FPSC VICE PRINCIPAL MCQS FOR FPSC EXAMS
- General Methods of Teaching MCQs
- Guidance and Counselling MCQS
- Headmaster Past Paper 2024 AJKPSC
- Instructional Planning and Teaching Strategies
- Introduction to Education
- Perspectives of Education in Pakistan MCQS
- Research Methodology MCQs
- use of ict in education
A learner performs poorly because he is neither prepared nor motivated to engage with the task. Thorndike’s principle most directly implicated is:
The law of readiness concerns preparedness and motivation to learn.
A child is directly influenced by parents, siblings and teachers. Bronfenbrenner would place these influences primarily in the:
The microsystem includes immediate settings and people.
A child’s academic performance changes after the parents and teacher develop a significantly better relationship. This is primarily a:
The mesosystem involves interactions among microsystems.
A student follows a school rule mainly because doing so earns the approval of teachers and friends. This most closely reflects Kohlberg’s:
Stage 3 emphasizes gaining approval and maintaining relationships.
A person obeys a law primarily because laws maintain social order and prevent chaos. This is characteristic of:
Stage 4 emphasizes maintaining social order.
An individual argues that an unjust law should be changed because laws are social agreements intended to protect rights. This reasoning reflects:
Stage 5 is social contract and individual rights reasoning.
A person supports an action because it protects human dignity even though it conflicts with an existing law. This reasoning most closely reflects:
Stage 6 uses universal ethical principles.
A classmate with greater expertise helps another student solve a problem. According to Vygotsky, the classmate can function as the:
The More Knowledgeable Other is anyone with greater skill or knowledge.
A child talks aloud while solving a difficult puzzle, using speech to regulate personal thinking. Vygotsky would classify this primarily as:
Private speech is self-directed speech used to regulate thought.
A learner’s internal monologue becomes silent and internalized, guiding thought without overt speech. This most closely represents:
Inner speech is internalized self-guiding speech.
A child obeys a rule primarily because breaking it will result in punishment. Kohlberg would classify this reasoning as:
Stage 1 is punishment and obedience orientation.
A child justifies helping a classmate because the classmate may later return the favor. This reasoning best represents:
Stage 2 reasoning is based on exchange and personal benefit.
An adolescent experiments with alternative values, beliefs and future roles before committing to a sense of self. This is characteristic of:
Identity vs. role confusion involves exploring and committing to a self-identity.
An adult’s major developmental concern is establishing deep, loving relationships rather than merely defining personal identity. Erikson would place this in:
Intimacy vs. isolation focuses on forming close relationships.
A middle-aged teacher invests substantial effort in mentoring younger teachers and contributing to the community. This most strongly illustrates:
Generativity involves contributing to future generations and community.
An elderly person reviews life experiences with acceptance and a sense of completeness. Erikson would predict development of:
Ego integrity vs. despair produces wisdom.
A learner completes a difficult task only when guided by a skilled peer but cannot yet perform it independently. The task lies within the learner’s:
The ZPD is the gap between what a learner can do alone and with guidance.
A teacher gradually reduces assistance as a learner becomes competent. This instructional process best illustrates:
Scaffolding provides temporary support that is gradually removed.
A school-age child derives self-esteem from mastering valued academic and social competencies. This most directly reflects Erikson’s:
Industry vs. inferiority involves competence through mastering tasks.
A caregiver consistently responds to an infant’s needs, producing confidence in the reliability of the world. Erikson would identify the resulting virtue as:
Trust vs. mistrust produces the virtue of hope.
Parents allow a toddler to perform simple tasks independently but provide support when necessary. This parenting pattern most directly facilitates:
Autonomy vs. shame and doubt is supported by allowing independent action.
A toddler is repeatedly criticized for attempting tasks independently and consequently begins doubting personal abilities. Erikson would predict:
Criticism of independent attempts can produce shame and doubt.
A preschool child invents games and initiates activities, but adults consistently suppress these attempts. The most likely psychosocial outcome is:
Initiative vs. guilt concerns suppression of initiative.
A child assumes that a toy has feelings because it was “hurt” when dropped. This illustrates:
Animism is attributing life or feelings to inanimate objects.