Match List I with List II. List I List II A Teacher I Source of knowledge B…
2024
Match List I with List II.
List I | List II | ||
|---|---|---|---|
A | Teacher | I | Source of knowledge |
B | Learner | II | Support knowledge generation |
C | Learning materials | III | Facilitate knowledge generation |
D | Instructional facilities | IV | Constructor of knowledge |
Choose the correct answer from the options given below.
Answer: C. A B C D III IV I II — ConceptIn a learner-centred teaching system, the main components have different but complementary functions. The teacher guides the process, the learner…
- A.
A
B
C
D
I
II
III
IV
- B.
A
B
C
D
IV
III
I
II
- C.
A
B
C
D
III
IV
I
II
- D.
A
B
C
D
II
IV
III
I
Attempted by 5 students.
Show answer & explanation
Correct answer: C
Concept
In a learner-centred teaching system, the main components have different but complementary functions. The teacher guides the process, the learner actively constructs meaning, learning materials provide content, and instructional facilities enable the process.
A sound match therefore asks whether each component guides learning, constructs knowledge, supplies knowledge, or supports the conditions in which knowledge is generated.
Application
Apply the role test to each item in List I:
Teacher: organises and guides learning activities, so the teacher facilitates knowledge generation.
Learner: interprets experience and builds meaning, so the learner is the constructor of knowledge.
Learning materials: carry explanations, examples, and information, so they are a source of knowledge.
Instructional facilities: provide the physical and technological conditions that support knowledge generation.
Cross-check and contrast
The role-based mapping is shown below:
List I | List II |
|---|---|
A — Teacher | III — Facilitate knowledge generation |
B — Learner | IV — Constructor of knowledge |
C — Learning materials | I — Source of knowledge |
D — Instructional facilities | II — Support knowledge generation |
The sequence I–II–III–IV assigns the roles of source, support, facilitator, and constructor to Teacher, Learner, Learning materials, and Instructional facilities respectively; this shifts the learner’s constructive role away from the learner.
The sequence IV–III–I–II assigns constructor to Teacher and facilitator to Learner; learner-centred teaching places active construction with the learner and facilitation with the teacher.
The sequence II–IV–III–I assigns support to Teacher, constructor to Learner, facilitator to Learning materials, and source to Instructional facilities; it exchanges the functions of the teacher, materials, and facilities.
Therefore the matching sequence is A–III, B–IV, C–I, D–II.