Assertion (A): Teachers should give lot of opportunities to children for…
2024
Assertion (A): Teachers should give lot of opportunities to children for experimentation and discuss examples and non-examples.
Reason (R): A constructive way of dealing with misconceptions in children is to provide counter examples.
Choose the correct option.
- A.
Both (A) and (R) are true and (R) is the correct explanation of (A).
- B.
Both (A) and (R) are true but (R) is not the correct explanation of (A).
- C.
(A) is true but (R) is false.
- D.
Both (A) and (R) are false.
Show answer & explanation
Correct answer: A
Constructivist pedagogy holds that learners build concepts actively rather than absorb them passively: giving children repeated opportunities to experiment, and to compare examples against non-examples, is how they discover a concept's boundaries for themselves. A second, related principle is that when a child already holds a misconception, the most effective repair is a counter-example — a specific case chosen precisely because it contradicts that wrong belief and forces the child to revise it.
A 'non-example' that a teacher discusses during experimentation is not a random contrast — when it is chosen to target a child's specific misconception, it is exactly the counter-example described in the Reason. So the Reason does not merely state an unrelated true fact alongside the Assertion; it states the underlying mechanism that makes the Assertion's practice pedagogically valuable. This is a case where R explains why A should be followed, not just a coincidence of two true statements.
Both true but R does not explain A treats the Reason as an unrelated fact. That does not hold here because discussing non-examples (Assertion) and providing counter-examples (Reason) describe the same corrective device, not two separate practices.
A true but R false treats the Reason's claim about counter-examples as inaccurate. That does not hold because presenting a contradicting case is a well-established, valid way of correcting misconceptions in constructivist teaching-learning theory.
Both false treats the Assertion's recommendation on experimentation and discussing examples/non-examples as unsound too. That does not hold because giving children opportunities to experiment and compare cases is itself a core constructivist teaching practice.
Both the Assertion and the Reason are true, and the Reason correctly explains the Assertion — this matches the CBSE CTET official answer key for this Paper II (2024) question.