All questions of Teaching Methods for CTET & State TET Exam

Understanding 'Discovery Knowledge'
In the context of educational experiences, the situation that provides the best opportunity for learners to discover knowledge is option 'D'. Here’s why:
Active Engagement
- Students are actively involved in the learning process by experimenting with materials.
- This hands-on approach allows learners to explore the properties of conductors and non-conductors through direct interaction.
Critical Thinking Development
- Labeling materials requires students to think critically about their characteristics.
- They must analyze and reason why certain materials behave as conductors or non-conductors, enhancing their understanding.
Self-Directed Learning
- By placing materials in a self-assembled closed electric circuit, learners take initiative in their discovery.
- This autonomy fosters a sense of ownership over their learning experience, encouraging curiosity and exploration.
Application of Theoretical Concepts
- Students connect theoretical knowledge of electricity to practical applications.
- This reinforces their learning as they see real-world relevance and implications of scientific principles.
Collaborative Learning Environment
- The activity can promote collaboration among peers, leading to discussions and shared insights.
- Such interactions can deepen comprehension and encourage diverse perspectives on the topic.
Conclusion
Overall, option 'D' provides a rich, interactive environment that not only fosters discovery but also equips students with critical thinking skills and practical knowledge, making it the most effective choice for promoting meaningful learning experiences.

Understanding the Sequence to Create an Electromagnet
To effectively create an electromagnet, it is crucial to follow the correct sequence of tasks. Here’s a detailed breakdown of why option 'c' (c, d, a, b) is the right choice:
Step 1: Wind a Copper Wire Tight Around an Iron Nail (Task c)
- Begin by taking a copper wire and tightly winding it around an iron nail.
- This step is essential as the copper wire will allow electric current to flow, while the iron nail serves as the core that enhances the magnetic field.
Step 2: Connect Free Ends of the Wire to the Terminals of a Cell (Task d)
- Next, connect the free ends of the copper wire to the terminals of a battery (cell).
- This connection is crucial as it enables the flow of electric current through the wire wrapped around the nail.
Step 3: Place Some Pins Near the End of a Nail (Task a)
- After the connection is made, place some pins or small metal objects near the end of the nail.
- This step is important to visualize the magnetism created by the current flowing through the wire.
Step 4: Switch on the Current and Observe What Happens (Task b)
- Finally, switch on the current and observe the effect.
- You should see that the iron nail becomes magnetized and is able to pick up the pins placed nearby.
Conclusion
Following the sequence of winding the wire, connecting to the battery, placing the pins, and then switching on the current ensures that you effectively create an electromagnet. Each step builds upon the previous one, making option 'c' the correct choice for achieving the desired result.

Types of Teaching Science
Teaching science can be classified into two primary types, each serving distinct educational purposes and methodologies.
1. Traditional Teaching
- Focuses on direct instruction from the teacher to the students.
- Emphasizes rote memorization and standardized testing.
- Often follows a structured curriculum with clear objectives.
- Suitable for delivering foundational knowledge and concepts.
2. Inquiry-Based Teaching
- Encourages students to ask questions and explore topics actively.
- Promotes critical thinking and problem-solving skills.
- Involves hands-on experiments, research projects, and collaborative learning.
- Fosters a deeper understanding of scientific concepts through exploration.
Conclusion
Understanding these two classifications helps educators choose effective teaching strategies that cater to various learning styles and objectives. By balancing traditional and inquiry-based approaches, teachers can enhance students' engagement and comprehension in science education.

The incorrect example given by Savita is "Motion of the hammer of an electric bell."

All the statements are inferences.