UPHESC Assistant Professor B.Ed PYQs

Concept: Edgar Dale’s Cone (1946) classifies audio-visual aids/media – the hardware approach of educational technology – from concrete to abstract.

1. Base: direct purposeful experience; then contrived experience, dramatization, demonstration, field trips, exhibits, TV, films, recordings, visual symbols, verbal symbols (top).
2. It guides teachers in choosing A-V materials and equipment, not literature or reinforcement.

Short trick: Dale’s cone = A-V aids (hardware), concrete → abstract.

Concept: In Bloom’s taxonomy (1956), Comprehension/Understanding has three sub-levels: translation, interpretation, extrapolation.

1. Analysis is a separate, higher level (4th): analysis of elements, relationships, organizational principles.
2. Order: Knowledge → Comprehension → Application → Analysis → Synthesis → Evaluation.

Short trick: Understanding = T-I-E; Analysis is a level of its own.

Concept: Synectics (W. J. J. Gordon) uses metaphors and analogies to develop creativity, not to teach concepts.

1. Concept attainment (Bruner) – concepts via positive/negative examples.
2. Advance organizer (Ausubel) – meaningful reception of concepts.
3. Inductive thinking (Hilda Taba) – concept formation from data.

Short trick: Synectics = creativity (metaphor); the other three = concepts.

Concept: Edgar Dale defined communication as “the sharing of ideas and feelings in a mood of mutuality”.

1. The key word is mutuality – two-way sharing between sender and receiver.
2. Dale also gave the Cone of Experience.

Short trick: Dale – Cone + “mood of mutuality”.

Concept: Delhi University started India’s first School of Correspondence Courses and Continuing Education in 1962.

1. It followed the recommendation of a committee under D. S. Kothari (1961).
2. First open university: Dr. B. R. Ambedkar Open University, Hyderabad (1982); IGNOU 1985.

Short trick: Correspondence 1962 (DU) → Open Univ 1982 → IGNOU 1985.

Concept: Microteaching (D. W. Allen, Stanford 1963) is a scaled-down teaching situation for practising one teaching skill at a time (5–10 pupils, 5–10 minutes, teach–feedback–reteach cycle).

1. Questioning (probing/fluency), stimulus variation and reinforcement are all standard microteaching skills (Passi’s list).
2. So options (A), (B) and (C) are all correct; only (D), writing programmed-learning frames, is not a classroom microteaching skill.
3. As printed, three options are correct and there is no “all of these” option, so no single answer can be marked.

Short trick: Microteaching skills: introduction, questioning, explanation, illustration, stimulus variation, reinforcement, blackboard, closure.

Concept: Sidney L. Pressey (Ohio State) designed the first teaching machine in 1924–26 – a device that tested and immediately scored multiple-choice answers.

1. B. F. Skinner (1954) later built teaching machines for linear programmed instruction.
2. So the originator of the teaching machine is Pressey; Skinner is the father of programmed learning.

Short trick: Pressey – first machine (1926); Skinner – programmed learning (1954).

Concept: Lawrence Kohlberg gave 3 levels × 2 stages = 6 stages of moral reasoning.

1. Pre-conventional: obedience–punishment; self-interest.
2. Conventional: good boy–nice girl; law and order.
3. Post-conventional: social contract; universal ethical principles.
4. Piaget gave two stages of morality (heteronomous, autonomous).

Short trick: Kohlberg 3 × 2 = 6 (Heinz dilemma).

Concept: Sociometry (J. L. Moreno) measures social relations in a group through choices; results are drawn as a sociogram.

1. Stars – chosen by many; isolates – chosen by none; also mutual pairs and cliques.
2. Interest, intelligence and objective tests measure individual traits, not group relations.

Short trick: Stars & isolates → sociogram → Moreno.

Concept: Programmed instruction is an individualised, self-instructional method.

1. Its principles: small steps, active response, immediate feedback (self-checking), self-pacing, specified objectives, evaluation.
2. Learning with/through peers is not part of it – the learner works alone with the programme.

Short trick: Programmed learning = individual learner + programme; no peers.

Concept: J. P. Guilford linked creativity with divergent thinking – producing many varied, original answers to one problem.

1. Its components: fluency, flexibility, originality, elaboration.
2. Convergent thinking seeks the single correct answer – measured by intelligence tests.

Short trick: Creative = Divergent (many answers); IQ = Convergent (one answer).

Concept: Albert Bandura’s social learning (observational/modelling) theory – the Bobo doll experiment (1961).

1. Steps: attention, retention, reproduction, motivation.
2. Skinner – operant conditioning; Thorndike – trial and error; Bruner – discovery learning.

Short trick: Bandura – Bobo doll – learning by watching models.

Concept: Piaget’s four stages in order: Sensorimotor → Pre-operational → Concrete operational → Formal operational.

1. Sensorimotor (0–2 y): object permanence.
2. Pre-operational (2–7 y): egocentrism, symbolic play.
3. Concrete operational (7–11 y): conservation, reversibility.
4. Formal operational (11+ y): abstract, hypothetical reasoning. Order = (2), (1), (4), (3).

Short trick: “S-P-C-F” – Sensory, Pre, Concrete, Formal.

Concept: Thorndike’s theory of identical elements explains transfer of learning, not motivation.

1. McClelland – achievement motivation (need for achievement, affiliation, power).
2. Attribution theory (Weiner) – how causes we assign to success/failure affect motivation.
3. Maslow – hierarchy of needs.

Short trick: Identical elements → transfer of training (Thorndike).

Concept: Hawthorne effect: subjects change behaviour simply because they know they are being studied.

1. Named after Elton Mayo’s studies (1924–32) at the Hawthorne Works, Western Electric, Chicago – productivity rose under every condition.
2. It is a threat to internal/external validity of experiments.

Short trick: Being watched → behaviour changes = Hawthorne.

Concept: Concurrent validity = correlation of a test with a criterion measured at about the same time.

1. Here intelligence scores are correlated with present achievement scores – both available now.
2. Predictive validity needs a future criterion; content validity is judged by experts, not by correlation.
3. Test-retest is reliability (same test twice), not validity.

Short trick: Same time = Concurrent; future = Predictive.

Concept: Kuder Preference Record is an interest inventory (vocational interests), not an attitude scale.

1. Likert (1932) – summated ratings on 5-point agree–disagree scale.
2. Thurstone (1929) – equal-appearing intervals judged by experts.
3. Osgood’s semantic differential – bipolar adjectives.

Short trick: Kuder & Strong = interests; Likert, Thurstone, Osgood = attitudes.

Concept: Ex-post facto (causal-comparative) research is a quantitative design that studies causes after the effect has occurred.

1. Phenomenology – lived experiences; ethnography – culture of a group; grounded theory – theory built from data (Glaser & Strauss).
2. These three use interviews/observation and non-numerical analysis.

Short trick: Ex-post facto = “after the fact”, quantitative, non-experimental.

Concept: Type I error (α) = rejecting a true null hypothesis.

1. Its probability equals the level of significance (0.05 or 0.01).
2. Option (A) describes a Type II error (β) – accepting a false null hypothesis.

Short trick: Type I = false alarm (reject true H₀); Type II = miss.

Concept: Standard error of the mean = σ/√N; a homogeneous population has small σ, so sampling error is small.

1. Any sample from a homogeneous group resembles the population closely.
2. Heterogeneous populations need larger or stratified samples.

Short trick: Less variability → less sampling error.