UGC NET Questions (Paper – 1)

In a learner-centred classroom, students actively participate, collaborate and construct their own understanding. Group problem-solving and sharing outcomes with peers, as in Option B, clearly demonstrates such an approach.

Option A:
Option A shows a teacher-dominated class where students are passive listeners. This is a typical teacher-centred situation, not learner-centred.

Option B:
Option B gives learners responsibility to explore, discuss and present ideas. The teacher becomes a facilitator, which is a key feature of learner-centred pedagogy.

Option C:
Option C restricts students to copying notes, which is a low-engagement activity offering little scope for understanding or application.

Option D:
Option D disallows questions, which suppresses curiosity, clarification and critical thinking, all of which are necessary in learner-centred teaching.

Scaffolding refers to the temporary support provided by a teacher or more capable peer that enables learners to perform tasks they could not accomplish alone. As learners gain competence, the support is gradually reduced, encouraging independence and self-regulation. The metaphor comes from construction scaffolds, which are removed once the building can stand by itself. Because the stem highlights temporary support that is withdrawn as competence grows, it is clearly describing scaffolding in constructivist pedagogy.

Option A:
Scaffolding involves techniques such as modelling, prompting, questioning and providing partial solutions, all aimed at keeping the learner within the zone of proximal development. Over time, responsibility shifts from teacher to learner. This pattern of gradual release matches the situation in the stem, making scaffolding the correct choice.

Option B:
Spoon-feeding suggests giving learners ready-made answers or overly detailed instructions so that they make little effort to think independently. This approach can create dependency rather than foster growth toward autonomy. Since the stem emphasises increasing competence and eventual withdrawal of support, spoon-feeding is not appropriate.

Option C:
Conditioning is a behaviourist concept in which responses are shaped by reinforcement or association with stimuli. While it can explain habit formation, it does not inherently involve temporary, adjustable support that fades as understanding develops. Thus, conditioning does not capture the constructivist idea described.

Option D:
Rote drilling involves repetitive practice of the same items to engrain responses, often without deep understanding. It may strengthen memory but does not necessarily include strategic support that is gradually reduced. Therefore, rote drilling is not the concept indicated in the question.

Activities involving analysis, evaluation and creation are typically classified as higher order thinking in frameworks such as Bloom's taxonomy. ICT tools like spreadsheets, simulation software and programming environments can foster these skills by allowing students to manipulate information and explore scenarios. Therefore, the blank should be filled with higher.

Option A:
Option A, lower, order thinking includes basic recall and understanding, which are less demanding and not the main focus of the complex ICT uses described.

Option B:
Option B is correct because using ICT for data analysis and problem solving aligns with higher order cognitive processes.

Option C:
Option C, mechanical, suggests routine, unreflective behaviour, which contradicts the analytical and creative nature of the tasks mentioned.

Option D:
Option D, rote, learning emphasises memorisation without deep understanding and is not the target of such ICT activities.

NEP 2020 calls for a shift from passive reception to active engagement. Experiential learning means that students learn by doing, observing, experimenting and reflecting. It aligns with constructivist theories of learning and helps develop deeper understanding and skills.

Option A:
This option describes practical strategies that embody experiential education in classrooms.

Option B:
Lectures alone, without interaction, are considered insufficient.

Option C:
Rote memorisation of definitions does not qualify as experiential learning.

Option D:
Continuous copying is a mechanical activity that hinders conceptual grasp.

NEP 2020 redefines the teacher as a facilitator and mentor who designs learning experiences, guides inquiry and supports active, student-centred learning rather than relying only on one-way lecturing.

Option A:
Option A is incorrect because a teacher who only lectures while students passively listen represents the traditional teacher-centred model that NEP 2020 explicitly wants to move away from.

Option B:
Option B is correct as it describes the constructivist, student-centred role in which teachers plan meaningful activities, guide discussions and mentor students.

Option C:
Option C is wrong because conducting examinations is only one limited part of a teacher’s job and does not reflect the broader responsibilities of teaching and mentoring.

Option D:
Option D is incorrect since enforcing discipline alone cannot replace the core role of facilitating learning, explaining concepts and supporting students’ overall development.