UGC NET Questions (Paper – 1)

The question requires students to go beyond reproducing existing procedures. They must understand the experimental design deeply enough to modify it for a new purpose. This involves analysis of variables, evaluation of possible approaches and creative generation of alternatives. Such cognitive processes are characteristic of higher order thinking and problem solving.

Option A:
This option focuses on rote memorisation, which is not required here. Students are not being asked to list steps but to rethink and redesign them. Rote responses would not answer the teacher’s question adequately.

Option B:
This option is correct because it explicitly links the question to higher levels of Bloom taxonomy, such as analysis, synthesis and evaluation. It indicates that students are being encouraged to think creatively about methods and to justify new designs.

Option C:
This option suggests recall of a definition, which is a lower order task. The question does not ask for definitions but for a new design, so simple recall is insufficient.

Option D:
This option describes mechanical repetition, whereas the question asks for change and redesign. Repeating the same procedure without modification does not meet the requirement of exploring a different hypothesis.

NEP 2020 highlights the importance of developing critical and creative thinking among all students, irrespective of their principal field of study. Exposure to arts and humanities is seen as a way to cultivate these abilities by broadening perspectives and encouraging reflection. The stem refers to this purpose of such exposure, so “critical and creative” thinking is the most accurate completion. Hence, Option C is correct.

Option A:
Narrow thinking suggests limited viewpoints and unwillingness to question assumptions, which conflicts with NEP’s goal of open-minded inquiry. Therefore, Option A is incorrect.

Option B:
Mechanical thinking implies rigid, repetitive approaches without imagination, which is contrary to creativity and critical analysis. Thus, Option B is incorrect.

Option C:
Option C is correct because arts and humanities exposure is intended to broaden perspectives and foster both critical analysis and creativity as per NEP 2020’s holistic education vision.

Option D:
Purely rote thinking is based on memorisation without understanding—something NEP 2020 explicitly criticises and seeks to move away from. Therefore, Option D is incorrect.

Divergent thinking involves generating multiple possible answers, perspectives or solutions to a given problem. Questions that ask “What different ways…?” encourage learners to think broadly and creatively rather than search for a single correct response. Such questioning is important for developing innovation and flexibility in thought. Therefore, the question stem is clearly designed to promote divergent thinking.

Option A:
Convergent thinking focuses on narrowing down options to arrive at one correct or best answer, often required in structured problem-solving. A convergent question would usually ask for “the” solution, not “different ways” to solve a problem. Hence, convergent thinking is not the primary target in the example given.

Option B:
Rote thinking centres on mechanical repetition and recall of memorised material, without exploring alternatives or meanings. It might help with learning formulae or definitions, but it does not encourage generating multiple solutions. As the stem explicitly invites different ways of solving, rote thinking cannot be the intended outcome.

Option C:
Imitative thinking occurs when students merely copy procedures or ideas demonstrated by the teacher, without adapting or extending them. It produces one familiar answer rather than varied, original possibilities. Because the question encourages learners to move beyond imitation and propose various approaches, imitative thinking is not being promoted here.

Option D:
Divergent thinking is fostered when the teacher encourages brainstorming, open-ended responses and exploration of unusual ideas. The wording “What different ways can you solve this problem?” signals that many responses are welcome and that creativity is valued. Thus, divergent thinking is the correct answer.

NEP 2020 underlines that all students, regardless of discipline, should cultivate critical and creative thinking. Arts and humanities are seen as powerful avenues to question assumptions, imagine alternatives and reflect on human experience. The stem refers to this intended outcome of broad-based education. Thus, “critical and creative” thinking is the correct phrase.

Option A:
Narrow thinking implies limited perspectives and resistance to new ideas, which is precisely what NEP aims to overcome. This option contradicts the spirit of the policy and so is not correct.

Option B:
Mechanical thinking suggests routine, unreflective responses without imagination. NEP 2020 explicitly seeks to move away from such rote or mechanical learning, making this option inappropriate.

Option C:
Critical and creative thinking captures both analytical rigor and imaginative problem solving. It is central to the NEP vision of holistic and multidisciplinary education, which is why this option matches the stem.

Option D:
Purely rote thinking relies mainly on memorisation without understanding or originality. The policy criticises rote learning, so this option cannot correctly complete the statement.