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Which of the following statement(s) is/are correct regarding the importance of museums as a learning resource in social science? I. Students are able to relate what they have studied in their textbooks which helps in strengthening their knowledge. II. A visit to the museum can stimulate a sense of inquiry among the students. III. Museum can act as a visual aid for the students to learn. IV. Museum visit can inculcate an attitude of disinterest among the students while learning social science.

Which of the following statement(s) is/are correct regarding the importance of museums as a learning resource in social science? I. Students are able to relate what they have studied in their textbooks which helps in strengthening their knowledge. II. A visit to the museum can stimulate a sense of inquiry among the students. III. Museum can act as a visual aid for the students to learn. IV. Museum visit can inculcate an attitude of disinterest among the students while learning social science. Correct Answer I, II and III

In order to make the learning of social sciences more enjoyable and effective; there is a need for innovations in teaching methods. Social Science learning should involve visits to museums at local, state and national levels.

NCF 2005 Position Paper by National Focus Group on Teaching of Social Sciences Social Science: Museums play important role in the intellectual and cultural growth of students. They enrich the experiences of students. Students get the opportunity to relate what they have studied in their textbooks and classrooms which help in strengthening their knowledge and enriching their experiences. The purpose of museums is not merely to present visual aids but also to stimulate the sense of curiosity, beauty and its appreciation, spirit of inquiry of nature and natural phenomena. Museum may include realia, diorama, models, charts, scrapbooks, etc.

  • Students may be asked to explore the local surroundings and observe the activities of artisan communities engaged in different crafts using local skills and materials.
  • The handicraft may be displayed in a small corner of the school and developed into a museum.
  • The schools should have their own social science museums.
  • During the summer break, students may be asked to make models of historical monuments, charts indicating the effect of volcanoes or earthquakes, crosswords games or puzzles.
  • The children may paint phenomena related to the natural environment.
  • Newspapers or magazines cutting related to topics in the syllabus, or related information downloaded from the Internet can be displayed.
  • This museum could be laid out in different ways from time to time so that it does not become dated.
  • Students may also be involved in other activities.

Hence, we conclude that all the above points are correct in the context of the museum as a resource in social science.

Related Questions

In a survey of 355 students of a higher secondary school, it was found that 160 studied Mathematics, 110 studied Physics, 95 studied Chemistry, 25 studied Mathematics and Physics only, 22 studied Physics and Chemistry only, 23 studied Chemistry and Mathematics only and 28 studied none of these subjects. Find the number of students who studied all the three subjects.
Social science disciplines were in existence in an amorphous form until the colonial period when they were intuitionalized. In varying degrees, they were intended to further the colonial interest. In the time of globalization and the economic rise of postcolonial countries like India, conventional ways of knowledge production have become obsolete. Which of the following can be logically inferred from the above statements? i) Social science disciplines have become obsolete. ii) Social science disciplines had a pre – colonial origin iii) Social science disciplines always promote colonialism iv) Social science must maintain disciplinary boundaries.
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. How students can replace their anger and distrust?
Social science disciplines were in existence in an amorphous form until the colonial period when they were institutionalized. In varying degrees, they were intended to further the colonial interest. In the time of globalization and the economic rise of postcolonial countries like India, conventional ways of knowledge production have become obsolete. Which of the following can be logically inferred from the above statements? Social science disciplines have become obsolete. Social science disciplines had a pre- colonial origin. Social science disciplines always promote colonialism Social science must maintain disciplinary boundaries.
Two statements are given followed by two conclusions I and II. You have to consider the statements to be true, even if they seem to be at variance from commonly known facts. You have to decide which of the given conclusions, if any follow from the given statements. Indicate your answer. Statements: 1. Teachers are role models of the students. 2. Teachers are responsible for developing scientific attitude in their students. Conclusions: I. Students do not have scientific attitude. II. By and large teachers can influence scientific attitude of the students.
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What does the “mindful citizen” exercise help us in?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What was the reason behind the strong connection between Shirley and Tiffany?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What do you mean by pedagogical practice?
Meera, an EVS teacher asks students to bring sugar, salt, lemon juice, haldi, flour etc. for an activity to observe dissolving of things in water. Which is the best reason for asking students to bring things on their own? A. There is no laboratory or material available in most primary schools. B. There is a need to involve families in student's learning. C. There is a need to involve students so that they construct knowledge easily. D. The students are able to relate their local knowledge with school knowledge. Choose the correct option.